The COVID-19 pandemic has brought significant changes in education worldwide throughout 2020. In Ukraine, the preparedness for this process was different. There were various technical problems such as the absence of Internet connection, computers, or educational materials on the network, and most importantly, the unpreparedness of teachers to perform distance learning. From 28 April to 8 May 2020 at the Oles Honchar Dnipro National University (Dnipro, Ukraine), students were surveyed on the quality of distance learning organized during the quarantine period. A total of 1224 students from almost all faculties and centers took part in the survey and answered 19 questions in an online form developed in Office 365 (Microsoft Corporation, Redmond, WA, USA). The survey algorithm is based on the principle of cross-validation. According to the survey, the most important opportunities of distance (digital) learning are as follows: the opportunity to study in a convenient place, in a comfortable and familiar environment—28.57%; the opportunity to combine work with study—16.97%; the development of self-control skills and motivation to self-educate—16.43%; and the technical level of the learning process (use of information technologies)—13.83%. The aspects that negatively affect the organization of full-scale distance learning are as follows: the large volume of tasks—16.80%; the rapid fatigue due to prolonged work in front of a computer—16.35%; the absence of necessary equipment and/or constant (stable) access to the Internet—15.33%. In conclusion, ways to overcome the difficulties of distance learning, both by universities and by the government, are suggested.

No abstract

В статье обосновывается актуальность формирования личности билингвов через воздействие на языковое сознание. Автор раскрывает сущность языкового сознания с позиций разных научных концепций. В работе уделяется внимание роли родного языка в процессе воздействия на личность билингва. Приводятся этапы усвоения новой информации билингвом, которые подчеркивают значимую роль родного языка в формировании ментального опыта, языкового сознания билингва. Также акцентируется внимание на том, что оформление мысли происходит в индивидуально-предметном коде человека, который базируется на родном языке и требует трансформирования индивидуально-предметного кода с целью включения новых знаний в языковой опыт индивида. Автор в работе раскрывает наиболее выразительные признаки национального мироощущения. В статье отмечается, что в своде правил, всесторонне регламентирующих повседневную жизнь адыгов, отражены такие главнейшие ценности человеческого характера, как правдивость, внимательность, отзывчивость. В работе акцентируется внимание на значимости народного фольклора в формировании личности билингва. В статье раскрываются особенности некоторых жанров фольклора на примере адыгского народного фольклора (приводятся пословицы и поговорки, сказки, сказания, предания, легенды, героический эпос «Нарты»). Ключевые слова: языковое сознание, билингв, народный фольклор, формирование, личность.

The purpose of this work is to determine the effective way to the intellectual development of primary school-aged bilingual learners. The author has made a suggestion about the possibility to increase the intellectual capacity of pupils by means of resource of the existing bilingualism. According to this hypothesis, we have developed a system of intellectual tasks for bilingual learners in both of their languages: mother tongue (Adyghe) and non-mother tongue (Russian). The bilingual intellectual development system includes materials from all school subjects and allows going through all stages of development. In the educational process, the system is implemented in the form of fragments of studies. Intelligent training based on bilingual system material is carried out from the first grade to the fourth one. The performed experimental research brings us to the conclusion that the developed bilingual intellectual development system facilitates the development of the mental abilities of primary school-aged bilingual learners.

No abstract