DOI 10.51955/2312-1327_2024_3_226

Sonombal Ts. Sodnomov

Abstract. The problem of preserving the native language still remains acute, especially among children. Childhood is a special period of human development, the child’s active acquisition of spoken language, the formation and development of all aspects of speech – phonetic, lexical, and grammatical. Our research shows that the number of preschool children who do not understand and do not speak their native Buryat language is increasing from year to year. A very specific situation has developed that requires analysis and special attention from authorities and educational structures and the general public. The author reflects on this and on the ways and means of preserving the native Buryat language in children’s environment, shares his experience of conducting and the results of experimental activities on organizing a monolingual speech development environment in preschool educational organizations. The author describes the experience of organizing parent clubs to include parents in educational activities.

Keywords: Buryat language, experiment, subject spatial environment, speech environment, monolingual speech environment, language images, children’s speech environment, subordinate bilingualism, sociolinguistic conditions, interactive technologies, parental community, federal educational program of preschool education, federal state educational standard of preschool education.

Download article in PDF 764.5 kB

DOI 10.51955/2312-1327_2023_2_201

Sonombal Ts. Sodnomov

Darima B. Dashieva

Annotation. The paper considers the problems of developing fifth-eighth-graders’ functional literacy at the Buryat lessons. Today we have a very difficult situation with the Buryat language, there is a subordinative bilingualism in the Republic of Buryatia, and, as a result, the Buryat language has taken the second, perhaps even the third place in terms of the language use in everyday life, even at the level of existence. But despite the situation the authors consider that the Buryat language is a powerful means for developing a languistic personality. And on the basis of a languistic personality formation we should develop language functional literacy. The paper studies different scientific methodologists’points of view concerning the development of functional literacy in learning native and foreign languages. Different examples of using modern technologies, methods and techniques are discussed.

Key words: Personality, the Buryat language, functional literacy, modern lesson, basic school, development, regulatory requirements, skills, subordinate bilingualism, sociolinguistic conditions, interactive technologies, critical thinking technology, competence, federal education programme, federal state education standard. 

Download article in PDF 363.1 kB