UDC 37.01
DOI: 10.36871/ek.up.p.r.2024.12.11.023

Authors

Raisat A. Abdusalamova,
Dagestan State University, Makhachkala
Aina A. Musaeva,
Kadyrov Chechen State University, Grozny
Ibragim R. Avtorkhanov,
Federal State Budgetary Educational Institution of Higher Education “Grozny State Oil Technical University named after Academician M.D. Millionshchikov”, Grozny

Abstract

The article analyzes the problems of bilingual education pedagogy in the context of an axiological approach. A number of contradictions have been identified between the current state of bilingual education and its objectively necessary level; the integrative essence of educa-tion and the actual separation of its components in practice; the diversity of the bilingual edu-cation system and its unification in practice; the need to form teachers' readiness to work in bilingual education and insufficient theoretical and methodological support for this process. It has been established that multilingual pedagogy is an innovative branch of pedagogy, therefore, unified methods, tools and requirements for the development of its theoretical foundations have not yet been formed in the scientific literature. It is proved that bilingual learning as an educa-tional phenomenon involves deep mastery of the native language, since the formation of thinking processes occurs precisely with its help. It is shown that under such conditions, the role of the axiological approach to bilingual education increases significantly in order not to lose the value orientations and cultural characteristics of any nation in the system of multicultural education. The main disadvantages and advantages of multilingual education are revealed, when intercul-tural learning is directly related to learning a foreign language and is designed to integrate a person into the system of world culture. Multilingualism involves proficiency in several lan-guages, which requires the use of various types of bilingual education, with the main criterion being the idea of preserving or losing one's native language. It has been revealed that proponents of cosmopolitanism underestimate the role and importance of the national dimension, since each national language has its own system of thinking tools and the intellectual capabilities of all mankind are concentrated in the national language. At the same time, the unification of the environment leads to the cessation of development and movement, and the disappearance of contrasts between countries reflects the deterioration of human socio-ecological thinking. Value orientations in such a situation consist in the priority of the native language, respect for the language of another country and a deep understanding of the importance of linguistic means of intercultural and professional communication.

Keywords

features, development, multilingual education, multilingual pedagogy, values, axiological approach