No abstract

This article provides qualitative and quantitative data to establish the effectiveness of the polylingual approach application in the second foreign language classroom. The relevance of the research is associated with the need to develop guidelines and teaching materials for polylingual classrooms. In the context of classroom polylingualism, one of the key elements is the phenomenon of the cross-language interference, which generates problems in intercultural communication at the discourse level. The studies of interference conducted so far are mainly dedicated to its phonetic and lexical subspecies, attention is drawn to the morphosyntactic aspect of teaching a second foreign language. The novelty of the research is that for the first time a purposeful study of cross-language interference as a pedagogical resource in teaching several foreign languages is carried out, the expediency of using the polylingual approach is substantiated. Previous research in the field has shown that the polylingual approach might be applied in a polylingual classroom studying foreign languages, but has neither established the conditions and principles, nor proposed the corresponding teaching materials. This study substantiates the need for the implementation of the polylingual approach based on taking into account cross-language interference; the rationale is determined by the solution of professional tasks which students of the humanities are facing when acquiring both universal and professional skills, the visible presence of positive and negative cross-language interference in the grammatical aspect of the second foreign language. Due to the fact that there is no single definition of cross-language interference, we have developed one that is relevant for our research, emphasizing that interference can be both an independent transfer of the norms of one language to another, and the result of code-switching. During the first term we surveyed and observed the target audience, pursuing the aim to collect and classify the data referring to the typical mistakes made in the classroom caused by cross-language interference. A total of 56 1st- and 2nd-year students and 43 professors participated in the research. The students took part in the trial training of the polylingual approach (two terms), which contained the application of the designed teaching and learning materials and a block of module assessment and final assessment, evaluating progress in studies and the decline of the mistakes marked on the 1st stage. The professors commented on their experience of the application of the approach and their wish to apply it in general. The results reveal that the polylingual approach may be successfully implemented in the chosen context if the proposed model and algorithm are followed. The findings suggest that the polylingual model is universal and can be further used in any polylingual classroom of the second foreign language as a basis for its unique educational context.

Teacher-retraining course design is considered to be a challenge not only to the course participants but to the course designers as well, especially, when the participants enrolled turn out to have dramatically different professional background and conditions. This article supports the idea that changes to the course design should be made straightaway in response to the trainees' specific needs. The context for rural school teacher retraining at Novosibirsk State Technical University in Russia illustrates reasons for making immediate changes necessary as the course progressed, and reaction to them. The article discusses a model for a teacher retraining course in which EFL improvement is the core element.Keywords: teacher retraining program, rural teachers, shortage of EFL teachers, non-cohesive professional background, changers to course design IntroductionIt is no secret that a teacher is a key figure in any teaching process, be it in an urban or rural school. It is impossible to carry out educational reforms without teachers. They are responsible for achieving results set by national educational standards. The more professional teachers are, the better results their students demonstrate.And it is understandable why the Russian Federation State Standard of secondary education requires that "teachers who do not possess certified qualifications necessary to perform professional duties must take training or retraining course and be certified to prove their professional eligibility" (Russian Federation State Educational Standard of secondary education, 2012). To meet this requirement, universities launch training and retraining programs for the teachers of different subjects, particularly teachers of those subjects which are in great demand in schools like teachers of English as a foreign language.No matter how many specialists majoring in teaching English graduate from pedagogical universities, there has been a shortage of EFL teachers in Russia for decades. Even the positive tendency of the recent years that is more teachers graduate from higher educational institutions comes to nothing. One of the reasons is that the graduates are not motivated by rather low salaries for novice teachers and big amount of tedious paper work school teachers have to carry out. Other reasons are connected with opportunities offered by the globalizing world to people with high proficiency in English. They can easily find jobs with better conditions and payment either in this country or overseas. That is why schools are in a difficult situation when, on the one hand, the paradigm of innovation spread over the world is confronting school system with the new range of professional To improve the situation with teaching English, school administration either stimulates teachers of other subjects to take courses in teaching English or makes EFL teachers master problem areas of their teaching practice if they lack the professional competencies required to teach. That is especially relevant to complex professional situations in rural schools....

No abstract