ФАКТОРЫ ВЛИЯЮЩИЕ НА ОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСС ПОЛИНГВИЗМА
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В статье представлен краткий аналитический обзор влияния полиязычия на образовательный процесс и его факторы, его последствия, преимущества в образовании и правильные пути его достижения. Полиязычие означает грамотное говорение на нескольких языках. В целом существуют формальные и неформальные практики полиязычия. Лингвистические результаты включают построение смешанных языков в языковой среде, разработку стратегий межкультурного общения и навыков межкультурного общения. С точки зрения вкуса, преимущества многоязычия включают создание и признание культурной осведомленности, повышение академической и образовательной ценности, повышение творческих способностей, социальную интеграцию и понимание местных языков.
Gavhar USMANALIYEVA, & Gavhar USMANALIYEVA. (2024). ФАКТОРЫ ВЛИЯЮЩИЕ НА ОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСС ПОЛИНГВИЗМА. «ВЕСТНИК НУУз», 1(1.1), 172–175. https://doi.org/10.69617/nuuz.v1i1.1.426
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2. Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.).Clevedon: Multilingual Matters. [2] Baker, C. (2006). Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matter.
3. Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In E. Bialystok (Ed.) Language processing in bilingual children. Cambridge: Cambridge University Press, 70-89.
4. Callahan, Rebecca M. 2005. "Tracking and High School English Learners: Limiting Opportunity to Learn." American Educational Research Journal 42:305-328
5. Genessee, F. (Ed.). (1999). Program alternatives for linguistically diverse students. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence. [19]
6. Haworth, P., Cullen, J., Simmons, H., Schimanski, L., McGarva, P., & Woodhead, E. (2004). The role of acquisition and learning in young children’s bilingual development: A sociocultural interpretation. International Journal of Bilingual Education and Bilingualism, 9(3), 295-309.
7. Jimerson, S., Ferguson, P., Whipple, A., Anderson, G., & Dalton, M. (2002). Exploring the association between grade retention and drop out: A longitudinal study examining socio emotional, behavioral, and achievement characteristics of retained students. The California School Psychologist, 7, 51-62. [23]
8. Krashen, S., & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: Alemany Press
9. Rumberger, R. (1995). Dropping out of middle school: A multilevel analysis of students and schools. American Educational Research Journal, 32(3), 583-625.
10. Tabatadze, S. (2015). Factors Influencing the Effectiveness of Bilingual Educational Programs: The Prospects of Pilot Programs in Georgia. Journal Bilingual Education, (Vol. 12).
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