ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
1180
THE ROLE OF MULTILINGUALISM IN FOREIGN LANGUAGE TEACHING
Kholmuratov Jakhongir
Samarkand state institute of foreign languages in the faculty of foreign languages german
language teacher Usbekistan.
https://doi.org/10.5281/zenodo.10608261
Abstract. Multilingualism has become an important aspect nowadays. In the past, several
concepts and approaches for teaching language subjects have been developed, which are
understood under the term multilingual didactics. The aim is to demonstrate the development of
integrative multilingualism in learners by translating multilingual competences and language
learning experiences into action in the language classroom. This article presents the results of
empirical studies. Certain aspects of multilingualism are examined in a variety of ways in the
classroom. It addresses the questions of what language teachers in German-speaking countries
think about multilingual didactics, how they implement such concepts in the classroom and what
support they receive in doing so. Based on the results, recommendations are formulated for the
training and further training of language teachers, teaching and learning materials, further
research and teaching practice.
Keywords: multilingualism, multilingual, codeswitching, monolingualism, bilingualism.
РОЛЬ МНОГОЯЗЫЧИЯ В ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ
Аннотация. Многоязычие в наши дни стало важным аспектом. В прошлом было
разработано несколько концепций и подходов к преподаванию языковых предметов,
которые понимаются под термином многоязычная дидактика. Цель состоит в том,
чтобы продемонстрировать развитие интегративного многоязычия у учащихся путем
воплощения многоязычных компетенций и опыта изучения языка в действия в языковом
классе. В данной статье представлены результаты эмпирических исследований.
Некоторые аспекты многоязычия рассматриваются в классе по-разному. В нем
рассматриваются вопросы о том, что преподаватели языка в немецкоязычных странах
думают о многоязычной дидактике, как они реализуют такие концепции в классе и какую
поддержку они получают при этом. По результатам сформулированы рекомендации по
подготовке и повышению квалификации преподавателей языка, учебно-методические
материалы, дальнейшие исследования и педагогическая практика.
Ключевые слова: многоязычие, многоязычие, переключение кодов, монолингвизм,
двуязычие.
Introduction
The majority of immigrants in Germany are guest workers who grew up as a foreign
population between 1950 and 1970. The number is just under three million. The main aim of this
increase in Germany was the recruitment of foreign workers. The guest workers were a great help
to the developing West German economy. In a narrower sense, monolingualism is neither logical
nor phenomenal and cannot exist at all. This is why scholars disagree on whether or not boundaries
exist between languages. Consequently, there are no clear statements on this because, firstly, it is
not clear how many languages exist in the world at all; secondly, languages cannot simply be
counted; thirdly, it is unclear where the boundary between monolingualism, bilingualism and
ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
1181
multilingualism lies. (Stötzel & Eitz, 2002)
Nowadays, teachers of all subjects and concepts have to deal with pupils who are
multilingual. For example, migration backgrounds, bilingual homes and the languages of the
countries of origin are the many causes of multilingualism and are characterized by the fact that
an individual has more than one language, which enables him or her to satisfy written and/or oral
communicative needs in everyday life in changing situations alternately in several languages. In
order to take account of the multilingualism of today's pupils in language teaching, various
concepts and approaches have been developed in recent years that can be summarized under the
term multilingual didactics.
Multilingualism dispute
It can now be assumed whether multilingualism is observed as an important resource or
vice versa. It is important that the topic is presented from two perspectives. A positive and a
negative perspective. This chapter deals with the cause of multilingualism. Why is the topic seen
in two ways? Why do some countries with a migrant background still have problems? Why are the
languages of origin seen as a hindrance in the destination country? In the following, a distinction
is made between two perspectives on multilingualism.
Positive aspects
The advocates of language policy regard multilingualism in society as mere recognition
and they consider multilingualism instrumental as an important resource with great potential.
Everyone has the innate ability to learn several languages. Language development takes place in
the environment in which people live. That is why every person's language development must be
encouraged. Prof. Dr. Tracy considers multilingualism to have great potential and has developed
the topic of as follows: "Multilingualism is a great potential for our society and we should maintain
it. In the globalized world, there are people who can act as language mediators and they can speak
different languages flexibly. And that is of course a great resource[...]"(Tracy. 2014. p. 20)
Nowadays there is a big debate within Germany as to whether or not multilingual immigrants harm
the German language.
Moreover, all people on this planet have this ability, regardless of their age. This language
diversity does not confuse the child at all. Most scientists, such as the scientist Ingrid Gogolin,
consider this process to be language switching (codeswitching) and this is different from language
mish-mash. The topic of language switching is discussed in more detail in chapter five. Gogolin
mentioned the following about children's general language skills: "At the beginning of an
educational career, i.e. when entering kindergarten or elementary school, it is of great importance
that a child has age-appropriate general language skills. Language diagnostic instruments should
therefore be aimed at finding out about such abilities." (Gogolin. 2005. p. 13) The methods
available so far are outlined as language development and multilingualism is seen as a valid
resource for all people. Multilingualism is the treasure and it develops or encourages people to be
more intelligent. The negative aspect is presented first. In some newspapers, multilingualism is
seen as a burden.
Negative aspects
Learning two or more languages at the same time represents slow language development.
For some scientists, multilingualism is a disruptive factor. Opponents of multilingualism do not
ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
1182
consider the process of multilingualism to be normal. Bilingual children are under pressure and
they are overwhelmed. In addition, multilingual children are confused when it comes to mastering
several languages at the same time.
It is clear to see that most immigrants and refugees with a migration background have a
bad reputation in Germany. This means that in most newspapers and magazines the topic is seen
as a major conflict. The question arises as to why most people with a migrant background still
have educational problems. For what reason are the immigrants' languages of origin seen as a
hindrance? integration problem in Germany. Neither our language nor our culture as a whole are
popular with a significant proportion of immigrants in Germany." (Kraus. 2018. p. 4)
Furthermore, the author of this article shows that the problem does not exist with some
groups. For example, Germans have no problem with immigrants from EU countries, Chinese,
Alevis, Syrian Christians, Iranian exiles and Muslims in general. Most of the above groups are
successfully integrated linguistically. The problem lies with the conservative milieu. In other
words, the problem has to do with the education of these people. It is clear that such people are
not in a position to grow multilingually in society. In this context, multilingualism means that
people assimilate primarily to the educational rules. But such people do not want to adapt to the
situation. Therefore, in this article you will find factors that cause the process of multilingualism
to fail. The factors can be the worst social conditions, no respect for teachers, physical and verbal
violence against classmates and teachers, knife attacks, drugs, alcohol, etc. (Kraus. 2018. p.5)
Results
The results of the analysis are as follows. In order to start an effective multilingualism
process, teachers need current teaching practice. Therefore, we provide the prerequisites for
multilingualism didactics as well as the training and further training for teachers to use the first or
second language in a relevant way in the classroom. In addition, multilingual pupils show active
participation in the classroom. In teaching practice, we need active teachers in order to use the
learners' activities in a variety of ways in the classroom. Teacher training and further training will
be co n s i d e r e d below. One goes assumes that the studies show that the majority of teachers
of language subjects are not able to teach multilingually without appropriate initial and further
training. Teachers should also be able to speak the learners' first and second languages well. In
other words, the teachers themselves should be multilingual and they should design the lessons
didactically. Didactically is meant when teachers prepare materials in class that activate
multilingual learners in different areas. For example, when speaking, we can use authentic topics
to activate several languages in different ways. Such tasks give the learners the impulse to pay
attention to the different languages.
Summary
Languages are always changing. Historically, languages are seen to have disappeared over
time. Monolingualism cannot exist. This means that languages are always interrelated.
All people can be raised to speak two or more languages from birth. Multilingualism can
be a wonderful training for the brain. Most scientists find multilingualism to be a valid resource
for any society. Multilingualism can have positive and negative aspects. Positive aspects are
always considered normal and most people have the innate ability to grow and think multilingually.
In today's society, there are often factors that are viewed negatively. Some groups with a
ISSN:
2181-3906
2024
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
1183
migrant background are not able to be multilingual. In other words, they come with their languages
of origin and they are conservative. In addition, such groups do not want to change and you always
see conflicts at school.
There is a big difference between the term (codeswitching) and the language-mixing
machine. In addition, people speak several languages at the same time in order to achieve their
communicative goal.
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Deutsche Sprache. (II/2018), Nr. 78. pp. 4-5
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Gogolin, Ingrid. (2005):. Sprachdiagnostik bei Kindern und Jugendlichen mit
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Migrationshintergrund, 1. Aufl. Hamburg, Maxmann. pp. 13
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