Experimental Experience of Multilingual Education Introduction in Ukraine (on the Example of Transcarpathian Region)
DOI:
https://doi.org/10.31548/philolog2020.01.015Abstract
The article deals with the regional interim results of an all-Ukrainian experiment on "Multilingualism in Children and Students: Progressive European Ideas in the Ukrainian context", which is conducted on the basis of general secondary and pre-school education institutions of Odessa, Chernivtsi, Transcarpathia and Zaporizhia regions under the guidance of Ministry of Education and Science of Ukraine alongside with the Office of the OSCE High Commissioner for National Minorities. The practical result of the project should be the creation of a new organizational-educational model of a multi-language educational institution as a new educational paradigm, as well as the development of the concept of multilingual education in Ukraine.
The article also gives a short insight into the introduction of multilingual education in Europe and worldwide, as well as Ukraine's experience in this field.
The main part of the article is devoted to reviewing the interim results of the implementation of bilingual education in 4 Transcarpathian educational institutions with different languages of study, each of which independently chose language goals and tested its own model of multilingual learning. For example, specialized school № 4 with advanced study of the Slovak language of Uzhhorod City Council and pre-school educational institution № 42 of Uzhhorod city council have already five-year experience of participation in the experiment. They have chosen the so-called transitional model of bilingual education. The aim is to reach academic bilingualism at the end of the program.
The other two educational institutions (Vynohradiv Secondary School No. 3, named after Zygmond Péren of the Vynohradiv District Council (with the Hungarian language of teaching) and Bilotserkivska Secondary School of the Rakhiv District Council (with the Romanian language of teaching) have participated in the experiment for two years and practice the so-called additive model of bilingual education, but in somewhat different quantitative and linguistic proportions.
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