INNOVATIVE APPROACHES TO TEACHING AND LEARNING ENGLISH AS SECOND AND ENGLISH AS FOREIGN LANGUAGE IN MULTILINGUAL EDUCATIONDiana Rustamovna Sabirova1, Regina Rafael’yevna Khanipova2*1,2Kazan Federal University, Russia.Email: *regina-90@inbox.ruArticle History: Received on 11th September 2019, Revised on 28th October 2019, Published on 15th November 2019AbstractPurpose of the study: The aim of our research is to analyze modern approaches to teaching English as a foreign language and English as a second language. In our research, we analyze the works by C. Brown, B. B. Kachru, A. Matsuda, J. Peterson, and others.Methodology: In our research, the following methods were used: historical and theoretical analysis of the materials of the American pedagogical and socio-political press; statistical bulletins on the quantity of multilingual school-aged children, statistical bulletins on the quantity and quality of educational programs for training teachers of English as a foreign language in the United States; analysis and synthesis of resources used.Results: The authors hold the idea of the variety of English’s and consider English as an international language. The effectiveness of education depends on the way teachers are trained. In this article, the authors analyze English as a second, English as a foreign language teacher training programs, identify similar and distinctive features of the contents, and demonstrate ways to modernize the system of training teachers of English in the United States.Applications of this study: This research can be used for the universities, teachers, and students.Novelty/Originality of this study: In this research, the model of the Innovative approaches to teaching and learning English as Second and English as Foreign Language in Multilingual Education is presented in a comprehensive and complete manner.Keywords: linguistics, second language, multilingual, foreign language, learning, learners, bilingualism.INTRODUCTIONThe USA is a country with a multinational population. Between 2000 – 2017, the population of the country increased by 15% from 282, 325, 2 million people to 3 million people. The National Center for Education Statistics conducted an analysis of the school-aged children studied at US schools (De Brey, et al. 2019). By 2017, 53.7 million children were enrolled in U.S. schools. According to the research, the scientists concluded that there is a decline in the number of Black students from 15% to 14%, as well as the White – from 62% to 51%. While the number of representatives of other ethnic groups increased: Hispanic children – from 16% to 25%, Asians – from 3% to 5%, and representatives of two or more races – from 2 % to 4%. The percentage of American Indians and Alaska Natives remained the same – 1% of each nation, and Pacific Islanders – less than 1% of the total number of students.A characteristic feature of the multilingual class in the United States is, firstly, the level of multiculturalism or the ratio of the use of the native language and English. According to the American Council for Teaching Foreign Languages, teachers use a foreign language (L 2) during almost the whole lessons (90 % of classes). Another study conducted by the Center for Applied Linguistics notes that 79% of high school teachers and 81% of middle school teachers use at least during a half of a lesson a foreign language, and only 58 % of primary school teachers use the foreign language to explain the material and communicate in the class. In a study by P. Duff and C. Polio, the percentage of foreign language use in a lesson ranges from 98% to 10% (Duff & Polio, 1990). In 2011, Levine conducted his study, which included the interview with 600 college students and 163 teachers and compared their data with those already known (Levine, 2011). He concluded that the ratio of using a foreign language and a native language varies with each teacher. Teachers usually use a foreign language more than students do. Multilingual teachers tend to change the language while explaining grammar.METHODSIn our research, the following methods were used: historical and theoretical analysis of the materials of the American pedagogical and socio-political press; statistical bulletins on the quantity of multilingual school-aged children, statistical bulletins on the quantity and quality of educational programs for training teachers of English as a foreign language in the United States; analysis and synthesis of resources used.RESULTS AND DISCUSSIONModern approaches to teaching English as a foreign language can be called in different ways: English as a lingua franca - aware pedagogy, global Englishes language teaching GELT, Teaching EIL, and World Englishes informed ELT. However, the unique feature of all modern approaches is the awareness and considering a variety of English languages that are spoken around the world, as opposed to the traditional approach to teaching English as a foreign language. Proponents of these approaches, one of which is S. Kang, consider it wrong to refer only to British or American English, despite the fact that the majority of the English-speaking population comes from these countries. In their opinion, students should master the variant of the English language most frequently used in the life of each of them (Kang, 2017).The main problems in multicultural and multilingual education of the modern approaches were singled out by Erin Kearney (Kearney, 2015). They are: The problem of the interaction of language and culture; Modern approaches to learning a foreign language in the United States are aimed at creating a close connection between the cultures of the language studied. However, these two concepts are studied separately from each other, sometimes even opposing one to the other. For example, L. Damen in his article considers culture as one of the five skills in addition to reading, writing, listening and speaking. So, he isolates it from the language learning process (Damen & Savignon, 1987). J. Brody emphasizes that teachers are aware of the importance of studying the culture in language learning but they are not ready to use it in practice (Brody, 2003; Muyambiri & Chabaefe, 2018). Culture, as many teachers believe, is an integral part of language learning, knowledge of which comes spontaneously in the process of language acquisition. Scientists do not overlook the problem of the relationship between culture and language, devoting their research work to the study of this phenomenon. M. Agar (He introduced the concept of “linguistic culture”) and K. Kramsch described in detail the interaction between culture and language (Kramsch, 1993; Merkibayev, et al. 2018; Lin & Chen, 2018). The problem of defining culture;Culture is understood by many scientists in a broad and narrow sense. American scientists – H. Byrnes, J. Swaffer, K. Arens – consider culture in a broad sense, as the study of literature, art, philosophy of the country of the studied language. In a narrow sense, the study of the “culture” of the country of the studied language is considered as an introduction to the everyday realities of the life of native speakers. So, M. Byram identifies the creation of such learning conditions that contribute to raising interest, the motivation of students as one of the pedagogical goals of a foreign language teacher. The goal is achieved by studying the everyday life of native speakers. The result of education is the implementation of knowledge in real life. The study of literature, the history of the language is better to consider in a different way, through the analysis of the situations reflected in the works of art (Byram, 1994, Barreto & Alturas, 2018). In this regard, scientists distinguish “big C culture” and “little c culture”.This division of culture causes a certain hierarchy of cultural values, at the top of which are the study of culture, art, literature, ideology. Cultural values of everyday life are unjustly marginalized. Thus, scientists face the problem of a variety of approaches to the concept of “culture” in multicultural and multilingual education.The problem of connecting and also distinguishing the personal and individual from the cultural and shared;M. Byram considers the process of learning culture not only as of the study of theoretical material but also as the ability of practical implementation of knowledge about culture through the communicative approach in learning (Byram, 1994). Authors of textbooks and teaching AIDS in a foreign language now offer students material that includes introduction, drilling, checking vocabulary on different topics. The subject of the lessons presented in the textbooks reflects the main areas of everyday life (“Introducing themselves”, “Theatre”, “Music”, “Literature”, etc.). All this involves memorizing standard clichés, without paying special attention to the personal interests and preferences of the student. The possibility of correlating the realities of different cultures in the learning process makes us reconsider the cultural values of different nations. Modern approaches to teaching a foreign language in the United States involve the study of culture as an integral component of the studied language. The teacher, in this case, is a mediator who implements an intercultural approach in learning.Many colleges and universities in the United States offer a training program for teachers of English as a foreign language TEFL (Teaching English as a Foreign Language), TESL (Teaching English as a Second Language), TESOL (Teaching English to Speakers of Other Languages). According to the Standards put forward by the British Council, it is recommended to include in the program the practice of teaching English to children and adolescents whose English is not their native language. However, there is no unique center for the accreditation of TEFL, TESL, TESOL programs, that is why the contents of the programs differ from university to university.One of the most interesting programs that train teachers to teach in a multicultural environment is the Total Immersion Courses for Chinese and Korean English teachers (TICKET). The program is developed by Bloomfield College (New Jersey). The program is based on the concept of training teachers of English, taking into account the cultural and linguistic diversity of teachers and students.The basis of the program dates back to 2008. It included a course for teachers of English as a Foreign Language and English as a Second Language. The main target of the program was in mastering the language by imitation pronunciation, grammar, and logical structure of the statement of the native speakers. The problem was that in that case the American English was taught as the only correct version of the language with its norms and cultural values; the cultural values of foreign students were underestimated, demotivating students in the learning process. As a result, the TICKET program was reformed. S. Kang, American scientist put forward new goals of the program:Understand the peculiarities of the language used depending on different contexts;Use the language for a different purpose, avoid conflicts due to sociolinguistic differences;Analyze your experience as a teacher of English as a foreign language (identify your strong side and weak side) in order to improve professional competence;Be aware of the changing role of English in the modern world;Study and develop forms and methods of teaching based on authentic material, taking into account the realities of different cultures.Depending on the purpose of training, TICKET can be aimed at:Improvement of different types of speech activity (speaking, reading, writing);Improvement of the pronunciation;Study the strategies and methods of intercultural communication;Analysis and discussion of the role and place of English’s in the modern world;Study of English language teaching methods;Time management;Internship or practice under the supervision of mentors.The program helps to expand knowledge about the world, to be aware of all international events, to use an interdisciplinary approach in teaching English as a foreign language, to develop critical thinking, as well as to improve the level of language proficiency.SUMMARYCurrently, the study of Standard English is not a priority. The ability of a native speaker to adapt to the standards set by the linguistic context of different countries will lead to successful intercultural interaction, which is a distinctive feature of the human World according to the concept of international organizations such as UNESCO and OECD (Kramsch, 1993). A teacher of English as a foreign language can also in different ways. Some of them are familiar to us for a long time: English as a Second Language teacher, a teacher for English Language Learners, teacher of English to Speakers of Other Languages; and a relatively new concept: English as a New Language teacher, which was mentioned in the work by John Jenkins. The teacher of English as an International Language has many responsibilities. The teacher is always ready to improve his/her knowledge. According to W. Renandya, the teacher should teach students not only knowledge of the language, skills and ability to communicate in English, but also love, tolerance, respect for the cultural values of the studied language and native speakers (Kearney, 2015).There is no unique standard for the training of teachers of English as a foreign language in the United States, and the requirements for the training are regulated by the policy of every state. According to the National Comprehensive Center for Teacher Quality, only to the beginning of the second decade of the twentieth century, a certification of teacher of English as a foreign language became available in all states. Currently, the number of training programs for teachers of English as a foreign language has increased significantly. E. Haugen, whose point of view is supported by our compatriots Kondrateva, I. G., Nazarova, M.V., in his report on the quality of training of teachers of English as a foreign language notes that the abundance of educational programs has led to a decrease in the quality of training (Kondrateva & Nazarova, 2015).CONCLUSIONSDespite the variety of programs with a traditional approach to teaching English, presented by the educational institutions of the country, it can be concluded that training teachers of English as a foreign language is at the stage of reform. The traditional approach to teaching the native population of the country Standard English is gradually overshadowed (Ageyeva, et al. 2015). Learning English as a New Language or English as an International Language is an area of modernization of training programs for English teachers working in a multicultural and multilingual class. The development of information technology has expanded the boundaries of the use of the English language. English as a language of international communication, which is mastered by the representatives of different countries must reflect the values and attitudes of students in order to avoid misunderstandings on the part of the others.AACKNOWLEDGMENTSThe work is performed according to the Russian Government Program of Competitive Growth of Kazan Federal University.REFERENCESAgeyeva, A. V., Vassilyeva, V. N., & Galeyeva, G. I. (2015). Language situation in the Russian society at the start of the 19th century: Bilingualism or diglossia?. Journal of Language and Literature, 6(1), 322-326.Barreto, D. M., & Alturas, B. (2018). Quality-in-use app evaluation: case of a recruitment app for Portuguese SMEs. Quality-in-use app evaluation: case of a recruitment app for Portuguese SMEs, (1).Brody, J. (2003). A linguistic anthropological perspective on language and culture in the second language curriculum. Culture as the core: Perspectives on culture in second language learning, 37-52.Byram, M. (1994). Teaching-and-learning language-and-culture (Vol. 100). Multilingual matters.Damen, L., & Savignon, S. J. (1987). Culture learning: The fifth dimension in the language classroom (Vol. 11478). Reading, MA: Addison-Wesley Publishing Company.De Brey, C., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., ... & Wang, X. (2019). Status and Trends in the Education of Racial and Ethnic Groups 2018. NCES 2019-038. National Center for Education Statistics.Duff, P. A., & Polio, C. G. (1990). How much foreign language is there in the foreign language classroom?. The modern language journal, 74(2), 154-166. https://doi.org/10.1111/j.1540-4781.1990.tb02561.xIngavale, D. (2013). An impact of advertisements on purchase decision of youth with reference to consumer goods. Advances in management, 3(1),18-22.Kang, S. Y. (2017). US-based teacher education program for ‘local’EIL teachers. Preparing teachers to teach English as an international language, 51-68. https://doi.org/10.21832/9781783097036-006Kearney, E. (2015). Intercultural learning in modern language education: Expanding meaning-making potentials (Vol. 28). Multilingual Matters. https://doi.org/10.21832/9781783094684Kondrateva, I. G. & Nazarova, M. V. (2015). Integration of science and language in teaching English, Journal of Language and Literature, 6(3), 2015.Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.Levine, G. S. (2011). Code choice in the language classroom. Multilingual Matters. https://doi.org/10.21832/9781847693341Lin, C.-L., & Chen, S.-J. (2018). THE INFLUENCE OF PRODUCT PRESENTATION MODE AND ACADEMIC MAJOR ON THE MOTIVATION OF HAPTIC. Humanities & Social Sciences Reviews, 6(2), 21-26. https://doi.org/10.18510/hssr.2018.623Merkibayev, T., Seisenbayeva, Z., Bekkozhanova, G., Koblanova, A., & Alikhankyzy, G. (2018). Oppositions in the conceptual and linguistic category of time. Opción, 34(85-2), 116-148.Muyambiri, B., & Chabaefe, N. N. (2018). The Finance–Growth Nexus in Botswana: A Multivariate Causal Linkage. Dutch Journal of Finance and Management, 2(2), 03. https://doi.org/10.20897/djfm/2634Parvizian, F., Ghojavand, K., & Niknejadi, F. (2015). Effectiveness of Emotional Intelligence on Emotional Alexithymia of Married Women Teachers in Yasuj City. UCT Journal of Social Sciences and Humanities Research, 3(1), 32-35. PAGE \* MERGEFORMAT 48 |www.hssr.in © Sabirova and KhanipovaHumanities & Social Sciences ReviewseISSN: 2395-6518, Vol 7, No 6, 2019, pp 45-48 https://doi.org/10.18510/hssr.2019.7610iVBORw0KGgoAAAANSUhEUgAAAH0AAAB9CAYAAACPgGwlAAAAAXNSR0IArs4c6QAAAARnQU1BAACx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KateGulbir22019-11-15T16:57:00Z2019-11-15T16:58:00Z2019-11-15T16:58:00ZNormal14288316437Microsoft Office Word013638falsefalse19282falsefalse12.0000