Continuous Linguistic Rhetorical Education as a Means of Optimizing Language Policy in Russian Multinational Regions

Autor/inn/en	Vorozhbitova, Alexandra A.; Konovalova, Galina M.; Ogneva, Tatiana N.; Chekulaeva, Natalia Y.
Titel	Continuous Linguistic Rhetorical Education as a Means of Optimizing Language Policy in Russian Multinational Regions
Quelle	In: European Journal of Contemporary Education, 6 (2017) 2, S.328-340 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-9650
Schlagwörter	Foreign Countries; Russian; Corporations; Public Policy; Language Planning; Personality Traits; Second Languages; Bilingualism; Multilingualism; Sociocultural Patterns; Educational Innovation; Semantics; Linguistic Competence; Control Groups; Experimental Groups; Comparative Analysis; Language Maintenance; Student Attitudes; Language Minorities; Language Role; English (Second Language); Self Concept; Rhetoric + Suchen Sie Ihr Suchwort? Ausland; Russisch; Unternehmen; Öffentliche Ordnung; Sprachwechsel; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Second language; Zweitsprache; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Soziokulturelle Theorie; Instructional innovation; Bildungsinnovation; Semantik; Sprachkompetenz; Sprachpflege; Schülerverhalten; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Selbstkonzept; Rhetorik
Abstract	Drawing on the function of Russian as a state language the paper proposes a concept of continuous linguistic rhetorical (LR) education perceived as a means of optimizing language policy in Russian multinational regions. LR education as an innovative pedagogical system shapes a learner's readiness for self-projection as a strong linguistic personality of a dialogical, democratic, multicultural type transformed into a professional linguistic personality at the higher school level. From the standpoint of parity and mutual complementarity of languages in the context of national-Russian bilingualism and multilingualism the article outlines principles of bi (poly) linguistic education. The latter contributes to the formation of substructures of a learner's "primary" and "secondary" linguistic personalities on the complex basis of the integral LR competence of a mixed type with a successive formation of a learner as an active and conscientious subject of the discursive processes of the 21st century Russian multiethnic socio-cultural and educational space at all educational levels. From the process-dynamic perspective the goal of the innovative pedagogical process suggested by the system of continuous LR education in multi-national regions consists in forming a learner's readiness for effective communicative-cognitive activity on the basis of bi(poly) linguistic LR competence of a mixed type. The components of this readiness include motivation-volitional, informational-semantic, operational-actional, empirical; the criteria for the readiness level are motivational, reflexive, theoretical, practical. (As Provided).
Anmerkungen	Academic Publishing House Researcher. 26-2 Konstitutcii, Office No. 6, 354000 Sochi, Russian Federation. Tel: +7-918-2019719; e-mail: evr2010@rambler.ru; Web site: http://ejournal1.com/en/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01