Foreign languages faculty

The following technologies underlie innovative learning:
- developmental training;
- problem learning;
- development of critical thinking;
- differentiated approach to learning;
- creating a situation of success in the classroom.
The main principles of innovative education are:
- creativity (orientation to creativity);
- the assimilation of knowledge in the system;
- non-traditional forms of lessons;
- use of visibility.
I would like to dwell on some of the techniques used in the development of critical thinking technology. In recent years, it has become widespread in general and vocational education systems in 29 countries of the world. Critical thinking is a foothold for a person’s thinking, it is a natural way to interact with ideas and information. Our students and we often face the problem of choosing, choosing information. It is necessary to not only master the information, but also critically evaluate, comprehend and apply it. The development of critical thinking is also promoted by non-traditional lessons, which make it possible to increase the interest of the student both in the subject and in education in general. To improve the quality of education, it is necessary to introduce progressive pedagogical technologies into the learning process. The use of new technologies in teaching English is due to the realities of today. Modern lesson cannot be imagined without the use of information and communication technologies. With the use of information and communication technologies, the study of English has now progressed a great many steps forward, has made great strides towards a qualitative improvement. With the development of the Internet, new opportunities have appeared in teaching foreign languages, in particular English. However, the introduction of the use of information and communication technologies in the learning process should be carried out carefully and carefully, with all safety precautions. For me, multilingualism is not only a high goal set by our President, and to which everyone should strive. The concept of “multilingualism” for me as a teacher is also filled with some aspects of a professional plan. Namely:
• implementation of interdisciplinary communication in the classroom, integration;
• expanding the outlook of students and cultural mutual enrichment by mastering three languages, -education tolerance and internationalism. My task at the initial stage of working on the development of multilingualism is to show the children that languages, albeit within the time-limited limits, can be a means of communication and information transfer. The pupils of the younger age group have a very strong motive of curiosity for languages, a great desire to communicate with each other. And I am convinced that it is possible and necessary to use this psychological peculiarity when teaching languages. The first step in this direction is the dialogues and polylogs "Greeting", "Acquaintance". I offer children a communicative situation: a meeting at an international conference of citizens of Uzbekistan, Russia and the UK, leaving the children free choice of phrases to build communication. Thus, several variants of polyglots are obtained. The selection of text multilingual material for middle and older age groups can be carried out according to criteria such as - accessibility from the point of view of language means, - the relevance of the perspective from the standpoint of universal values and from the point of view of contemporary problems, correspondence with the speech and life experience of students. Tasks for work in the classroom and at home can be developed at different levels of complexity, because the degree of preparation, development and language capabilities of students dictates the need for a differentiated approach. In this case, everyone gets the opportunity to participate in the work.
1. Find in the texts of international words that do not need to be translated.
2. Select keywords and expressions from texts.
3. Insert words into the sentences.
4. Find a sentence that contains the main idea.
5. Come up with a question, the answer to which would be such and such a sentence or a specific paragraph. It is possible to compose tasks for texts based on comparative lexical and grammatical analysis of the three languages.
The use of innovative methods by teachers, methods of formation of interest in learning (cognitive games, educational discussions, the creation of problem situations, etc.), methods of formation of duty and responsibility in learning (encouragement, approval, censure, etc.); the introduction of new technologies into the educational process by teachers and students (presentations of educational material, electronic manuals, audio and video materials, etc.) - all this is intended to enhance the process of language learning and contribute to the effectiveness of language learning.
Teachers are constantly improving methods of teaching languages, creatively using innovative techniques with the use of training and monitoring computer programs, business games, and project method. For classes are used computer classes, the value of which for the in-depth study of English is invaluable. In connection with the strengthening of the role of the English language in the business and industrial sphere of activity, there is an increasing need for the transition to teaching basic and major subjects in the English language.

2. 
   Teaching strategies in polylinguism terms in primary education
   

Migration and mobility across Europe have resulted in increased diversity and cultural variation in educational systems, which have responded in a variety of ways to enhance poylingual educational practices (Extra 2009; European Commission 2015). It is estimated that half the world’s population speak more than one language to some level of proficiency (Saville-Troike and Barto 2017). A recurring theme in the literature on bilingual and multilingual language development is the question of whether the presence of two or more languages limits in any way the growth of development in one language or the other language/languages (Taeschner 2012). Empirical research, however, confirms that children undoubtedly make use of the knowledge and skills they already have in one language as they try to master the intricacies of additional languages (Baker 2001; De Angelis 2007; Spada and Lightbown 2019). Research findings indicate that proficiency and understanding of the grammar and the rules in our first language help in learning and acquiring a second language, and that in turn second language proficiency informs knowledge and understanding of a third or subsequent languages. Early exposure to second languages in the home environment has also been found to improve young children’s overall proficiency in both languages (Paradis and Kirova 2014).

Historically there have been mixed policy approaches regarding the use and integration of children’s home languages in primary school classroom settings. Some of the key benefits, however, of providing for the integration of home languages in education include intellectual flexibility, social integration of language and culture, empowerment for the learner and empowerment of the languages and cultures in society (Todeva and Cenoz 2009; European Commission 2015; Okal 2014). Incorporating minority and migrant languages, in particular, into curriculum delivery supports the linguistic and cognitive development of students (Wedin 2010). Literature indicates that fostering a multilingual educational environment may represent challenges (Otwinowska 2014; Kourieos 2014), including negative teacher attitudes which influence pedagogical approaches and impact on the academic achievement of multilingual students. Work on developing multilingual curricula, however, is evolving and educators are contributing to the development of a better understanding of linguistic diversity (Duarte and Günther-van der Meij 2018). This scoping review examines a sample of peer-reviewed published research in order to identify experiences common to teachers engaged in multilingual education at primary level in Europe.