Different national linguistic schools were formed in dissimilar contexts of general scientific and practical situations and have different attitudes towards interaction with such sciences as philosophy, epistemology, theology, logic, rhetoric, poetics, philology, literary criticism, history, aesthetics, psychology, biology, anthropology, ethnology, history, sociology, cultural studies, ethnography, medicine, mathematics, semiotics, communication theory, cybernetics, computer science, linguodidactics, translation studies, etc.
Therefore, a specialist in the field of one or another particular linguistics (linguistics of German, English, French, Russian, Polish, Bulgarian, Arabic, Indian, Chinese, Japanese, etc.) has a hard time if the specialty language is not native to him and - in features - if he himself was brought up in line with the national linguistic, general scientific and cultural tradition. It is enough, for example, to compare common, on the one hand, in Russia and, on the other hand, in Germany (or France, or the USA, etc.) classifications of grammatical phenomena (say, parts of speech) or interpretations of the relationship between words and morphemes. In this case, we are talking about typologically close languages and scientific traditions, but nevertheless, the differences between the two corresponding national traditions are quite noticeable.
There are also similar moments in the origin and development of linguistic knowledge in different ethno-cultural contexts. In many national linguistic traditions and schools, the so-called eternal problems related to the philosophy (more precisely, ontology) of the language (the origin of the language, its essence, the relationship between language and thinking, the relationship of linguistic means of expression and content, the natural or conventional nature of the connection) have been discussed and continue to be discussed. words and things, similarities and differences between human language and "languages" of animals). In the linguistic schools of the East, specific grammatical and phonological ideas were often expressed, anticipating the achievements of European and American linguistic thought in the 20th century.
Comparison of different linguistic traditions is one of the most important tasks of the history of linguistics. The course offered to the attention of readers is precisely focused on characterizing in essays on the history of linguistics in different countries and in different cultural areas the coinciding and specific in each of the described traditions of the scientific study of language.
The questions of the formation and development of linguistic knowledge in the countries of the Eastern world are of interest. It is less familiar to the European reader, but the linguistic experience accumulated here can be very instructive for European linguists.
It is necessary to cover linguistic practices in the ancient states of the Eastern Mediterranean (Middle East), where the most ancient writing systems appeared and rapidly evolved and where the alphabetic writing of the Phoenicians developed, the spread of which played a huge role in the development of the cultures of many countries in the East, South and West, but where not formed its own holistic grammatical theory.
There are three leading Eastern linguistic traditions that have proved to be the most stable (Chinese and Indian, formed in ancient times, and Arabic, which appeared in the medieval period). They served as the initial basis for the creation of their traditions in a large number of Eastern countries, and in some cases also influenced the linguistics of Europe.
Western linguistic schools are also interesting. Here, in the Western world, one finds a peculiar, typical for the Middle Ages (and for our time too) opposition of one's own West and one's East as two in many respects dissimilar cultural areas. We mean, firstly, the world that has developed on the basis of the Roman-Latin culture, which is sometimes conditionally called Romania and Germania and to which Slavia Latina can also be attributed, and, secondly, the world that was formed on the basis of the Greek-Byzantine culture and in which the world known under the name of Slavia Orthodoxa stands out.
The opposition of these two cultural areas is reflected in the conceptual and methodological difference between the linguistic traditions of the West and East of Europe. The Eastern European world (not geographically, but culturally) also includes Armenia and Georgia, in which linguistics began to take shape under the Greek-Byzantine influence (along with the adoption of Christianity in its Eastern version).
Our domestic science of language, which goes back to the Greek-Byzantine heritage in its origins and at the same time often came into contact with Western European linguistics, took a lot of ideas from the latter, at the same time differs markedly from it in a number of points. She has accumulated many of her own valuable ideas in the field of phonetics, phonology, morphemic, morphonology, word formation, morphology, syntax, lexicology, phraseology, semantics, pragmatics, stylistics, text linguistics, applied linguistics, psycholinguistics, sociolinguistics, etc. In it, on the basis of research mainly in the Russian language, its own national paradigm of language description has developed, which determines the principles for constructing descriptions of other languages, primarily the Russian language and the languages of other peoples of the Russian Federation (and earlier the USSR), as well as the languages of foreign countries.
Domestic German studies, romance, etc. often based on this model, which makes them somewhat different from Germanism in Germany or Romanism in France. Obviously, our teacher of theoretical disciplines (grammar, phonetics, lexicology, etc.), who trains specialists in German, English, French, and other foreign languages, cannot but take into account these conceptual and methodological differences.
And at the same time, domestic linguistics is increasingly drawn into the process of planetary integration of linguistic science, becoming an increasingly noticeable part of world linguistics.
I.P. Susov. History of linguistics - Tver, 1999
The Kazan Linguistic School (KLSh) is one of the most famous scientific schools in the world of linguistics. It was founded at Kazan University in the seventies of the XIX century by Professor Ivan Alexandrovich Baudouin de Courtenay and is associated with the activities of such linguists as I.A. Baudouin de Courtenay, N.V. Krushevsky, V.A. Bogoroditsky, V.V. Radlov, A.I. Aleksandrov, A.I. Anastasiev, A.S. Arkhangelsky, S.K. Bulich, A.M. Selishchev and others.
The Kazan Linguistic School was a general theoretical school whose ideas about the subject and methods of linguistics created a new paradigm of world linguistic science. "Young Kazan linguists,- wrote the Swedish scientist B. Kolinder, - constituted the vanguard of modern structuralism". In other words, the appearance of linguistics in the 20th century was determined by the scientists of the Kazan Linguistic School. With their work, they laid the foundation for many scientific problems and scientific branches of linguistics, which began to be developed in the 20th century, and only because they were already put on the agenda of scientific research, and they were put by representatives of the CLS.
The Kazan Linguistic School was the first socio-psychological school of linguistics in the world science. Baudouin de Courtenay wrote: “Since language is possible only in human society, in addition to the mental side, we must always note the social side in it. The basis of linguistics should be not only individual psychology, but also sociology (still, unfortunately, not yet developed enough to was to use her ready-made conclusions) "
Developing the idea of the social essence of the language, Kazan scientists considered the recognition of the equality of all languages, the complete democratization of the object of study as one of their fundamental principles. "There are no privileged, aristocratic languages, all languages deserve the attention of a linguist and comprehensive study - this is the slogan of the Kazan Linguistic School",- wrote Baudouin de Courtenay. Faithful to their principles, Kazan scientists fought for the need to study the languages of local peoples - Tatars, Mari, Chuvash, etc. Baudouin said that Kazan University itself was placed in exceptional conditions by history, which no university in Russia has: it is located in a region inhabited by representatives of at least three language families - Slavic, Turkic and Finno-Ugric, and therefore should become a center for the study of languages, culture, history of peoples, speakers of these languages. He achieved the restoration of the department of Turkic and Finnish languages at the university, achieved the optional teaching of the Tatar language at the university for those who wished, had Tatar students among his students and actively supported them in their studies. V.A. Bogoroditsky, following the example of his teacher, deeply studied the problems of Turkic studies, and among his students the most talented was G.Sharaf.
KLS has enriched world science with a number of new research methods, in particular, the experimental phonetic method, the method of relative chronology of linguistic phenomena, the statistical method, thus giving rise to such sections of linguistics as experimental phonetics, quantitative linguistics, etc.
But the main methodological decision of the scientists of the KLSh is the development of a correlation between the historical (diachronic) and descriptive (synchronous) study of the language, language statics and dynamics. The existence of such approaches to language has been known since the time of Humboldt. Based on the antinomy of stability and mobility in the language of W. Humboldt, the scientists of the KLSh developed the doctrine of the dichotomy of dynamics and statics in language, and developed it from the standpoint of pure dialectics, seeing in language a phenomenon that is constantly functioning and at the same time constantly developing. "There is no immobility in the language, said Baudouin de Courtenay, In language, as in nature in general, everything lives, everything moves, everything changes. Calm, stop, stagnation - an apparent phenomenon; this is a special case of motion subject to minimal changes. The statics of a language is only a particular case of its dynamics, or rather kinematics.. Petersburg student of Baudouin acad. LV Shcherba called this teacher's method "dynamic synchrony".
I.A. Baudouin de Courtenay himself spoke well about the main scientific problems that were developed by representatives of the Kazan Linguistic School:
- strict distinction between sound and letter;
- distinction between phonetic and morphological divisibility of words;
- distinction between purely phonetic (anthropophonic) and mental elements in the language;
- distinguishing between changes taking place every time in a given state of language and changes taking place in history;
- the advantage of observation over living language;
- the importance of analyzing and decomposing language units into their distinctive features;
- striving for theoretical generalizations, without which "no true science is conceivable.
All these principles determine the status of the Kazan Linguistic School as a truly scientific general theoretical school of European linguistics of that time, a theoretical school with a progressive research methodology.
Kazan linguists understood language as a complex system of heterogeneous elements (phonetic, morphological, syntactic, etc.), which is constantly changing. They enriched the doctrine of the systemic nature of the language with the discovery of the main units of each language level: phonemes, morphemes, lexemes, syntagmas, etc. Thus, Kazan scientists not only developed the doctrine of language as a system, but presented the language system as a harmonious organization of its different sides ( tiers, or levels, as they would be called in the 20th century), having the basic unit of each level. In fact, all the main language units were discovered at Kazan University, and subsequent generations of scientists were only left with a detailed study of them, which we observe when referring to the development of linguistics in the 20th century.
IA Baudouin de Courtenay and his Kazan students were prominent scientists who glorified Russian science. The new generation of Kazan linguists has continued the traditions of the glorious Kazan Linguistic School. The revival and development of these traditions affected all the main areas of modern Kazan linguistics. Those directions were:
- dialectology, which was headed by the first head of the department of the Russian language of the restored faculty E.K. Bakhmutova;
- experimental phonetics - a direction that was born at Kazan University under Baudouin, and in continuation of the traditions of KLSh it was headed L.V. Zlatoustova;
- modern Russian language - a direction that, in continuation of the traditions of the Baudouin orientation towards the study of living languages, was headed by N.A. Shirokova;
- the history of the Russian language - a direction whose supporters are trying to embody the main methodological principle of the KLSh in their research - to study the language as a developing and simultaneously functioning phenomenon, - headed V.M.Markov;
- the direction of a comprehensive study of the Tatar language, which began with the works V.A. Bogoroditsky and continued by modern scientists;
- finally, the direction of linguistic typology, contactology and bilingualism ( E.M.Akhunzyanov).
The current generation of Kazan University linguists cherishes the memory of the outstanding scientists of the Kazan Linguistic School. Anniversaries of N.V. Krushevsky, V.A. Bogoroditsky, I.A. Baudouin de Courtenay were celebrated. Scientists, representatives of scientific schools of Moscow, St. Petersburg, Saratov, Volgograd, Paris, Warsaw, Giessen, Granada, Lausanne, universities in the USA, China, Yemen, neighboring countries, etc. The conferences once again showed the growing interest around the world in the scientific ideas of Baudouin de Courtenay and his Kazan students. Many of these ideas are still waiting for their full development - this is neurosurgery, which supplies accurate data to neurolinguistics, the wide application of mathematical methods and procedures in the study of language and speech, further convergence of the natural sciences with the humanities, the study of a person in his connection with the external environment and mental characteristics. activities and, of course, linguistics itself in many of its manifestations: psycholinguistics, ethnolinguistics, sociolinguistics, etc. All these and many other scientific problems go back to the ideas of the Kazan linguistic school, which largely determined the development of linguistics in the 20th century.
KAZAN LINGUISTIC SCHOOL, a direction of Russian linguistics, formed at Kazan University in the 1870-80s. The founder of the Kazan Linguistic School was I. A. Baudouin de Courtenay, who worked in Kazan in 1875-83. His students belonged to this school: N. V. Krushevsky, V. A. Bogoroditsky, S. K. Bulich, I. A. Aleksandrov, and others. V. V. Radlov was close to this trend. The main ideas of the Kazan Linguistic School were formulated by Baudouin de Courtenay in lectures given by him at Kazan University and developed in the works of his students.
The scientists of the Kazan Linguistic School, in contrast to the reconstruction of proto-languages and the philological analysis of monuments that dominated at that time in linguistics, considered the study of modern languages and the laws of their structure to be a priority. Language was considered by them largely as a mental phenomenon. N. V. Krushevsky studied linguistic phenomena from natural science positions and pointed to the belonging of linguistics to the natural sciences, and the laws of language to the laws of nature. I. A. Baudouin de Courtenay did not agree with this, who attributed linguistics entirely to the sciences of man and brought it closer not only to psychology, but also to sociology. Krushevsky, in his main work "Essay on the Science of Language" (1883), sought to identify the basic laws of language, including static laws that determine its functioning, and dynamic ones that determine its development. Among the static laws stood out, in particular, the law of the same pronunciation of sounds in the same conditions, the law of compatibility of sounds. A special place was occupied by the mental laws of associations by similarity and contiguity, which determine the functioning of the language as a system: every word is associated both with words similar to it (grammatical forms of the same word, cognate words) and with words that enter into syntactic relations with it.
I. A. Baudouin de Courtenay had a negative attitude towards the allocation of universal laws of language, but also sought to identify the main properties of language as a system. He strictly distinguished between linguistic statics and dynamics, pointing out that “everything lives in language, as in nature in general. Everything moves, everything changes. Calm, stop, stagnation - an apparent phenomenon; this is a special case of motion subject to minimal changes. The statics of a language is only a special case of its dynamics. In this way, the ideas of the Kazan Linguistic School differed from the later ideas of F. de Saussure, who considered the synchronous (static) and diachronic (dynamic) approaches to be absolutely incompatible. However, the Kazan Linguistic School recognized the purely static study of languages as legitimate, and it was here that its influence on world linguistics turned out to be the most significant.
The main contribution of the Kazan Linguistic School to the science of language was the concepts of phoneme and morpheme, developed by I. A. Baudouin de Courtenay in the Kazan period of activity in close cooperation with students, especially N. V. Krushevsky. Baudouin de Courtenay distinguished between 2 disciplines that study the sound side of language: anthropophonics, which studies sounds from the acoustic and physiological side, and psychophonetics, which deals with “phonation representations” in the human psyche (the latter discipline was later called phonology). The phoneme was understood by him as the minimum unit of psychophonetics, "a single, enduring representation of the sounds of a language." Thus, it was possible to reduce an infinite set of speech sounds to a limited number of linguistic units proper - phonemes. Scientists of subsequent generations, retaining the concept of a phoneme, abandoned its psychological definitions. Representatives of the Kazan Linguistic School were also engaged in the study and classification of alternations (Baudouin de Courtenay, Krushevsky), experimental phonetics (V. A. Bogoroditsky, who founded the first Russian phonetic laboratory in Kazan).
I. A. Baudouin de Courtenay also understood the morpheme as a mental unit - "a part of a word that has an independent mental life and is further indivisible from this point of view." Science then abandoned such psychologism, but the generalizing concept for the minimum meaningful unit of the language, which was previously absent (although there were terms for special cases of morphemes: root, affix, etc.), turned out to be very important. In many areas of linguistics in the 20th century, the morpheme became the main meaningful unit of the language, more important than the word. Representatives of the Kazan Linguistic School were engaged in morphemic analysis a lot, including in historical terms: V. A. Bogoroditsky has priority in studying changes in the morphemic structure of words (the phenomena of simplification and redistribution).
Scientists of the Kazan Linguistic School were also engaged in the study of specific languages: Russian (I. A. Baudouin de Courtenay, V. A. Bogoroditsky), Polish and Serbo-Croatian (Baudouin de Courtenay), Turkic (Bogoroditsky, V. V. Radlov). N. V. Krushevsky has works on Indo-European studies.
The active period of activity of the Kazan Linguistic School lasted only about 10 years. After the departure of I. A. Baudouin de Courtenay from Kazan and the death of N. V. Krushevsky, V. A. Bogoroditsky, who continued to work at Kazan University for more than half a century, remained its only prominent representative, but his activity was not continued. Baudouin de Courtenay, who taught in St. Petersburg - Petrograd in 1900-18, founded another - the St. Petersburg (Leningrad) school, which included L. V. Shcherba, E. D. Polivanov, L. P. Yakubinsky and others.
Lit .: Bogoroditsky V. A. Kazan Linguistic School (1875-1939) // Proceedings of the Moscow Institute of History, Philosophy and Literature. 1939. Vol. 5; I. A. Baudouin de Courtenay. (To the 30th anniversary of death.). M., 1960; Baudouin de Courtenay I. A. N. Krushevsky, his life and scientific works // Baudouin de Courtenay I. A. Selected works on general linguistics. M., 1963. T. 1; Reader on the history of Russian linguistics / Comp. F. M. Berezin. M., 1973; Sharadzenidze T. S. Linguistic theory of I. A. Baudouin de Courtenay and its place in linguistics of the 19th-20th centuries. M., 1980; Krushevsky NV Selected works on linguistics. M., 1998.
Individual features of teaching foreign languages
Main profile of the school- variable polylinguistic language education, with the possibility of multi-level study four languages : English, French, German and Spanish.
Learning foreign languages at school is possible according to the following programs:
- one language at an advanced level, and the second at a general education level, or
- two languages at an advanced level (the second language is in-depth from the second half of the 2nd grade, since when studying two foreign languages at an early level at an advanced level, it is recommended to start them not at the same time).
Children who study a second language in depth from the second grade have the opportunity to start learning a third language from the 5th grade.
The first language English is taught at an advanced level by all schoolchildren, two languages are taught in depth by more than half of the students.
English language
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In 2006, the State Educational Institution Secondary School No. 1272 received a certificate from the partner school of Oxford University for success in teaching English and signed a license agreement for right to use the Oxford Quality logo. The purpose of the joint work of educational institutions was the activation of the integration of Moscow educational institutions into the international educational space through the high quality of students' English proficiency, better satisfaction of the educational needs of students and teachers in intercultural and professional communications, and improvement of the software and methodological support of the educational process. |
Within the framework of the classes of development groups for preschoolers "Zvezdochka" is carried out introducing children to the basics of the English language in an audiovisual, playful form, without relying on reading and writing, which ensures the continuity of preschool and school language education.
To ensure equal starting opportunities, we offer all students first grade undergo a propaedeutic English course "Experiencing the world with English" in the afternoon in extracurricular activities, so that students can painlessly change the choice of a foreign language study program in the future, if necessary.
If you do not want your child to take the Explore the World with English course, a separate group can be created for such students, which will begin learning English from the second grade. In this case, keep in mind that your child will only be able to start learning a second language from the fifth grade at the general education level.
In grades 2-4 English is conducted 3 hours a week within the curriculum. In grades 5-11- 5 hours a week within the curriculum.
Technical translation (English). The proposed school course allows students to look into the future and see how a particular profession may need the skills they acquired at school. The course is designed for 2 years of study in grades 10 and 11. The number of training sessions is 2 or 3 hours per week, depending on the level of students' foreign language proficiency or depending on the humanitarian, socio-economic or natural science profile chosen by them at the third stage of education.
French
For schoolchildren, in-depth study of a second language is a subject of choice, it is taught:
- at the I level of education outside the grid of the main educational schedule due to hours of extracurricular employment in the afternoon
- at the II and III levels of education
The rest of the students study a second language - French, as part of the program of educational institutions from the 5th grade.
German
Teaching is also conducted under the Advanced Study Program.
- at the I level of education
- at the II and III levels of education- the hours set by the BUP for the second language within the framework of the main schedule are supplemented to the in-depth study program due to extracurricular hours in the afternoon.
The rest of the students study the second language German as part of the programs of educational institutions from the 5th grade.
Spanish language
Teaching is also conducted under the Advanced Study Program.
For schoolchildren, this is an elective subject, taught outside the grid of the main curriculum:
- at the I level of education outside the grid of the main educational schedule at the expense of hours at the expense of hours of extracurricular employment in the afternoon
- at the II and III levels of education- the hours set by the BUP for the second language within the framework of the main schedule are supplemented to the in-depth study program due to extracurricular hours in the afternoon.
The rest of the students study a second language, Spanish, as part of general education programs from the 5th grade.
Language education
The school has created and operates the Educational Resource Center as an independent educational unit of the afternoon school, the purpose of which is to develop the personality of students through project and teaching and research activities, developing, pre-profile and profile programs, extended and in-depth study of subjects.
The URC offers programs for school students aimed at developing meta-subject and project-research skills of students by means of a foreign language:
- developing programs (in accordance with age characteristics and needs),
- elective courses for pre-profile training,
- elective courses for specialized education at the senior level.
URC programs in foreign languages:
Preschool groups - "Playful English" - level 1
Preschool groups - "Playful English" - Level 2
Preschool Groups - "English for Preschoolers"
Grade 1 - "Experiencing the world with English"
Grade 2 - “French language. On the way to success (deepening)»
Grade 2 - “German. On the way to success (deepening)»
Grade 2 - “Spanish. On the way to success (deepening)»
Grade 3 - “French language. On the way to success (deepening)»
Grade 3 - “German. On the way to success (deepening)»
Grade 3 - “Spanish. On the way to success (deepening)»
Grade 3-4 - "Theater in French"
Grade 4 - “French language. On the way to success (deepening)»
Grade 4 - “German. On the way to success (deepening)»
Grade 4 - “Spanish. On the way to success (deepening)»
Grade 5 - “Country Studies. Discover the UK»
Grade 5 - “French language. On the way to success (deepening)»
Grade 5 - “French language. On the road to success (expansion)»
Grade 5 - “German. On the way to success (deepening)»
Grade 5 - “German. On the road to success (expansion)»
Grade 5 - “Spanish. On the way to success (deepening)»
Grade 5 - “Spanish. On the road to success (expansion)»
Grade 5-6 - "Experiencing the world with French"
Grade 5-6 - "Spanish as a third foreign language"
Grade 6 - “Country Studies. Discover the UK»
Grade 6 - “French language. On the way to success (deepening)»
Grade 6 - “French language. On the road to success (expansion)»
Grade 6 - “German. On the way to success (deepening)»
Grade 6 - “German. On the road to success (expansion)»
Grade 6 - “Spanish. On the way to success (deepening)»
Grade 6 - “Spanish. On the road to success (expansion)»
Grade 6 - "Entertaining French grammar"
Grade 7 - “French language. On the way to success (deepening)»
Grade 7 - “French language. On the road to success (expansion)»
Grade 7 - “German. On the way to success (deepening)»
Grade 7 - “German. On the road to success (expansion)»
Grade 7 - “Spanish. On the road to success (expansion)»
Grade 7 - “French language. We read with interest"
Grade 7-8 - "Theatre in French"
Grade 8 - “French language. On the way to success (deepening)»
Grade 8 - “French language. On the road to success (expansion)»
Grade 8 - “German. On the way to success (deepening)»
Grade 8 - “German. On the road to success (expansion)»
Grade 8 - “Spanish. On the road to success (expansion)»
Grade 8 - "That Amazing German"
Grade 8 - "That Amazing French"
Grade 8 - "French to you"
Grade 9 - "That Amazing English"
Grade 9 - “French language. On the way to success (deepening)»
Grade 9 - “French language. On the road to success (expansion)»
Grade 9 - “German. On the way to success (deepening)»
Grade 9 - “German. On the road to success (expansion)»
Grade 9 - “Spanish. On the road to success (expansion)»
Grade 9 - "That Amazing German"
Grade 9 - "That Amazing French"
Grade 10 - "Spanish as a third foreign language"
Grade 10 - “French language. On the way to success (deepening)»
Grade 10 - “French language. On the road to success (expansion)»
Grade 10 - “German. On the way to success (deepening)»
Grade 10 - “German. On the road to success (expansion)»
Grade 10-11 - "Development of compensatory competence in the study of English"
Grade 11 - “French language. On the way to success (deepening)»
Grade 11 - “French language. On the road to success (expansion)»
Grade 11 - “German. On the way to success (deepening)»
Grade 11 - “German. On the road to success (expansion)»
5-7 grades- extended study of a second foreign language (French/German/Spanish)
2-11 grades- in-depth study of a second foreign language (French/German/Spanish)
As part of the implementation of the School Development Program and the integration of basic and additional language education within the framework of additional education, the following are offered:
- language theater,
Study of third languages(Spanish, French and German)
Studying "business" languages: English, French and German included in the course "Electronic office" for students in grades 9-11, after which school graduates receive the qualification of a secretary-referent and an office manager with knowledge of "business languages".
School №1272 since 2000 cooperates with the Faculty of English Philology of the Moscow City Pedagogical University. The university provides assistance in the methodological and innovative work of the Department of Foreign Languages, the school conducts pedagogical practice for 4th year students, and 5th year students undergo continuous practice at the school during the academic year. This type of school activity ensures the continuity of school and university education, which ensures the continuity of the student's language education.
Thus, the school implements various educational programs in the field of language education (basic and additional), which include preschool education and connection with university education, forming an integral system based on the principles of continuity, continuity, accessibility and personal orientation of students. Forms in students persistent skills of self-education, the need to continue education throughout life.
Consequently, the unified educational environment created at the school based on the integration of preschool, general education, primary, secondary vocational and additional language education corresponds to the goal of the school: the creation of an individual educational trajectory for the student, depending on the needs and abilities of each.
What is LLS
The Summer Linguistic School is a scientific event in which children and adults participate. For 10-12 days, several dozen people rest, study and work together and do this not because we have compulsory education (it does not apply to vacation schools), but because they enjoy it.
Who conducts LLS
The Summer Linguistic School is organized by the National Research University Higher School of Economics and the Moscow Center for Continuing Mathematical Education
With the support of
How is LLS
This is the school schedule. In the morning, two general lectures are given daily, devoted to linguistics or related sciences, such as literary criticism or mathematics. Lectures are obligatory for pupils and students. But usually the teachers themselves come to listen to their colleagues. School guests are usually impressed not only by the amazing silence and concentrated attention of young listeners during the lecture, not only by the questions of the guys, indicating their interest in the subject of the lecture, but also by the applause heard after the lecture.
Before lunch after lectures - free time. After lunch - 3-4 workshops. Attending two seminars is considered a mandatory minimum, but there are always such students who go to all classes without exception. Interestingly, the enthusiasm of the participants does not fade until the last day. They not only attend seminars, but also take an active part in them.
Every day after dinner, various language, literary, intellectual games and competitions are held. The Linguistic Olympiad and the “Fair of Words” have already become traditional - a competition of linguistic puzzles (everyone participates in two roles: inventing their own puzzles and solving others), the Maxim casino (intellectual and theatrical games with book prizes), “What? Where? When?", the game "Literary Masquerade", games with the English language, "Intellectual fireworks".
Who comes to LLS
LLS teaching staff can be the envy of any university. Famous scientists, authors of scientific monographs, textbooks and, what is very important, popular books on linguistics speak to the children. In addition to university teachers, teachers from Moscow schools also come to the Summer School.
Schoolchildren are selected mainly from the winners of the Traditional Olympiad in Linguistics and other city Olympiads, as well as from among the participants of the school linguistic circle at the Russian State University for the Humanities, the Higher School of Economics and the Moscow Central Center of Education and Science. High school students from other cities of Russia often come to the Summer School.
Students play a special role in LLS. Mostly they are students of the Russian State University for the Humanities, Moscow State University and the Higher School of Economics. Students not only help in organizing various events, but also attend lectures and seminars together with schoolchildren. In addition, the Summer School provides them with a unique opportunity to communicate with professional linguists in an informal setting.
The summer linguistic school gives schoolchildren a lot: they get a chance to join the modern achievements of linguistics, test their abilities and inclinations, and determine their professional interests. Many of them, having visited the Summer School, subsequently choose linguistics as their specialty.
Literature
Summer humanitarian (linguistic) school. - M.: MIPKRO, 1996. 22 p., illustration.
Krongauz M. A., Muravenko E. V. School on holidays // New pedagogical journal. 1997. No. 3. St. Petersburg. pp. 64–72.
Linguistics for All: Winter Linguistic School - 2004 / Ed.-comp. E. S. ABELYUK, E. V. Muravenko.- M.: Dep. Education of Moscow, NIIRO, 2004. 256 p.
Linguistics for everyone. Summer linguistic schools 2005 and 2006 / Ed. E. V. Muravenko, O. Yu. Shemanaeva.- M.: MTsNMO, 2008. 440 p.
Linguistics for everyone. Summer Linguistic Schools 2007 and 2008 / Ed. E. V. Muravenko, A. Ch. Pipersky, O. Y. Shemanaeva.- M.: MTsNMO, 2009. 488 p.
