Development of chidren’s Russian speech in the preschool institution setting in the Republic of Dagestan
DOI:
https://doi.org/10.33910/2686-830X-2020-2-1-32-39Keywords:
Russian speech, speech development, bilingualism, Russian speech mastering peculiarities, “We learn to speak Russian” program, preschool educational organizationAbstract
At present, the preschool education is the first stage of the general education system. An important activity of preschool organizations in the mono-ethnic rural settlements of the Republic of Dagestan is the speech development of children for whom Russian is the second language. In A. A. Thakho-Godi Scientific Research Institute of Pedagogy (Makhachkala, Russia) the language program “We learn to speak Russian” has been developed for preschoolers who do not speak Russian or have a poor command of it. In organizing the process of teaching Russian (non-native language), the program aims at considering the conditions of developing the bilingualism and features of the children’s native language, the creation of the communicative basis for communication at the elementary level within the subjects, areas and situations provided at the preschool education stage. Teaching Russian to children in accordance with this program is recommended at the specially organized classes. For each class the specific tasks should be formulated. As long as teaching Russian to children in the monoethnic environment is carried out in the absence of the Russian language environment and they are not able to comprehend the meaning of Russian by themselves, to realize the need for its study, it is necessary to pay due attention to the creation of motivation for learning the second language.
In the content of teaching Russian (non-native language) to preschoolers the material is concretized at all language levels, on the basis of which the bilingual children’s speech activity is formed. The main attention is paid to accounting the typical language difficulties, linguistic regularities of the speech activity and aspects of the methodology of teaching Russian to non- Russian pupils at the elementary stage. The complexity of teaching Russian at this stage of education requires the gradual introduction of the language material grouped around a lesson specific topic, at different levels of the oral speech. Herewith it should be noted that the process of mastering Russian (non-native language) is affected by the level of command of the children’s native language.
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