....................................................................................................................................................20

Óâàæàåìûé ã-í Åêåóñ, óâàæà-

åìûé Íàêåí Êàñèåâè÷, óâàæàåìûå

ó÷àñòíèêè!

Ïîñëå èíòåðåñíîé ðå÷è Âåð-

õîâíîãî Êîìèññàðà, ïîçâîëüòå ìíå

ïîäåëèòüñÿ ñâîèìè ìûñëÿìè î ÿçû-

êå, èäåíòè÷íîñòè è ðîëè ïåäàãîãè-

êè, êîòîðûå âîçíèêëè ó ìåíÿ â òå-

÷åíèå ðàáîòû íàä íàøèì ïðîåêòîì

«Ìíîãîÿçû÷íîå îáðàçîâàíèå â

Êûðãûçñòàíå».

Ãààãñêèå ðåêîìåíäàöèè ïî

ïðàâàì íàöèîíàëüíûõ ìåíüøèíñòâ

íà îáðàçîâàíèå ñîäåðæàò äâà ãëàâ-

íûõ ïóíêòà: âî-ïåðâûõ, îíè ïðåä-

ëàãàþò, ÷òî äëÿ ñîõðàíåíèÿ ñàìî-

áûòíîñòè íàöèîíàëüíûõ ìåíü-

øèíñòâ âàæíî ïîëó÷èòü äîëæíîå

çíàíèå ðîäíîãî ÿçûêà ÷åðåç îáðà-

çîâàíèå - æåëàòåëüíî, ÷òîáû ÷àñòü

îáðàçîâàíèÿ ïðåïîäàâàëàñü íà ðîä-

íîì ÿçûêå; âî-âòîðûõ, â ðåêîìåí-

äàöèÿõ ãîâîðèòñÿ î òîì, ÷òî îäíî-

âðåìåííî ïðåäñòàâèòåëÿì íàöèî-

íàëüíûõ ìåíüøèíñòâ íóæíî äàòü

âîçìîæíîñòü èçó÷àòü ãîñóäàð-

ñòâåííûé ÿçûê, äëÿ òîãî ÷òîáû îíè

ìîãëè èíòåãðèðîâàòüñÿ â îáùåñòâî.

Êàçàëîñü áû, ýòè ðåêîìåíäà-

öèè óæå ðåàëèçîâàíû â Êûðãûçñòà-

íå. Âåäü ôóíêöèîíèðóþò çäåñü

øêîëû ñ êûðãûçñêèì, óçáåêñêèì,

ßÇÛÊ È ÈÄÅÍÒÈ×ÍÎÑÒÜ: ÑÈÒÓÀÖÈß ÊÛÐÃÛÇÑÒÀÍÅ È ÐÎËÜ ÏÅÄÀÃÎÃÈÊÈ

Áåàòðèñ ØóëüòåðCIMERA

ðóññêèì, òàäæèêñêèì, òóðåöêèì,

íåìåöêèì è äðóãèìè ÿçûêàìè îáó-

÷åíèÿ. Ê òîìó æå âî âñåõ ýòèõ

øêîëàõ îáÿçàòåëüíî ïðåïîäàþòñÿ

ãîñóäàðñòâåííûé - êûðãûçñêèé è

îôèöèàëüíûé - ðóññêèé ÿçûêè.

Îäíàêî, åñòü ïðîáëåìà ó íà-

öèîíàëüíûõ ìåíüøèíñòâ, ïðîæèâà-

þùèõ íå êîìïàêòíî. Âåðîÿòíî, ýòî

ïðàâî îáó÷åíèÿ íà ðîäíîì ÿçûêå

íå îñóùåñòâëÿåòñÿ äëÿ êàæäîãî

ïðåäñòàâèòåëÿ, ïîòîìó ÷òî ýêîíî-

ìè÷åñêè íå âîçìîæíî îòêðûòü

øêîëó äëÿ îòäåëüíûõ ïðåäñòàâèòå-

ëåé íàöèîíàëüíûõ ìåíüøèíñòâ. Ðàç-

ðàáîòêà ðåàëüíûõ âîçìîæíîñòåé

äëÿ îáó÷åíèÿ íà ðîäíîì ÿçûêå äëÿ

òàêèõ ãðóïï - îäíà èç çàäà÷ Êðóã-

ëîãî ñòîëà, êîòîðûé ïðîâîäèòñÿ ñå-

ãîäíÿ è çàâòðà.

Íî, ìíå õîòåëîñü áû ïðèâëå÷ü

Âàøå âíèìàíèå íà íåêîòîðûå äðó-

ãèå âîïðîñû.

Ïî÷åìó ñòîëüêî ðîäèòåëåé-

êûðãûçîâ è ðîäèòåëåé äðóãèõ ýòíè-

÷åñêèõ ãðóïï ñòàðàþòñÿ îòïðàâèòü

ñâîèõ äåòåé â øêîëó ñ ðóññêèì ÿçû-

êîì îáó÷åíèÿ, è ïðè òîì ìèðÿòñÿ ñ

òåì, ÷òî èõ äåòè áóäóò çíàòü ðîä-

íîé ÿçûê òîëüêî íà áûòîâîì óðîâ-

íå èëè âîîáùå íå çíàòü åãî? Ýòî

äåëàåòñÿ íå èç-çà òîãî, ÷òî îíè íå

ñ÷èòàþò çíàíèå ðîäíîãî ÿçûêà âàæ-

íûì. Íàîáîðîò, íå ñåêðåò, ÷òî ìíî-

ãî ýòíè÷åñêèõ êûðãûçîâ, êîòîðûå íå

çíàþò êûðãûçñêèé ÿçûê ÷óâñòâóþò

ñåáÿ âèíîâàòûìè, íåïîëíîöåííûìè

è èì ñòûäíî. Àíàëîãè÷íàÿ ñèòóàöèÿ

è ó ïðåäñòàâèòåëåé äðóãèõ ýòíè÷åñ-

êèõ ãðóïï - ñ÷èòàåòñÿ ñòûäíî íå

çíàòü ñâîé ðîäíîé ÿçûê. Íî ôàêò

åñòü - õîðîøåå çíàíèå ðóññêîãî

ÿçûêà íåîáõîäèìî äëÿ òîãî, ÷òîáû

èìåòü äîñòóï ê ïîëíîé èíôîðìàöèè

- òåëåâèäåíèå, èíòåðíåò èëè äðóãèå

ÑÌÈ; ÷òîáû èìåòü äîñòóï ê âûñ-

øåìó îáðàçîâàíèþ, ê âûãîäíûì

ìåñòàì ðàáîòû è ê ýêîíîìè÷åñêî-

ìó ïðîñòðàíñòâó áûâøåãî Ñîâåòñ-

êîãî Ñîþçà. Ýòî ñòàâèò ðîäèòåëåé,

êîòîðûå äîëæíû âûáðàòü øêîëó

äëÿ ñâîèõ äåòåé, ïåðåä äèëåììîé,

ïðàêòè÷åñêè íå ðàçðåøèìîé. Ëèáî

îíè ïîñûëàþò ñâîèõ äåòåé â øêîëó

ñ ðîäíûì ÿçûêîì îáó÷åíèÿ è òåì

ñàìûì ñîäåéñòâóþò çäîðîâîìó

ðàçâèòèþ èõ ýòíè÷åñêîé èäåíòè÷íî-

ñòè, íî îäíîâðåìåííî ðèñêóþò, ÷òî

ó íèõ áóäóò íå ïîëíûå âîçìîæíîñ-

òè äëÿ îáðàçîâàíèÿ è ïðîôåññèî-

íàëüíîãî áóäóùåãî, ëèáî îíè âû-

áèðàþò ðóññêóþ øêîëó, ðèñêóÿ, ÷òî

èõ äåòè ìîãóò çàáûòü ðîäíîé ÿçûê.

ß ñåé÷àñ ãîâîðèëà î êûðãûçàõ

.................................................................................................................................................... 21

Dear Mr. Ekeus, Naken

Kasievich, and participants,

After the interesting and infor-

mative speech of the High Com-

missioner, allow me to contribute

my thoughts on language, identity

and the role of pedagogy, which

have evolved during my work in

our project «Multilingual Education

in Kyrgyzstan».

The Hague Recommendations

Regarding the Education Rights of

National Minorities have two major

implications. First, they state that

it is crucial for the identity of na-

tional minorities to have the possi-

bility to learn their mother tongue

during the educational process and

recommend that part of their edu-

cation should be taught in their

mother tongue. Secondly, the

Hague Recommendations say that

at the same time, representatives

of national minorities should have

the opportunity to learn the State

language properly in order to as-

sure integration into the broader

society.

It seems that these recommen-

dations are already realised in Kyr-

gyzstan. There are schools that

teach in Kyrgyz, Uzbek, Russian,

LANGUAGE AND IDENTITY: THE SITUATIONIN KYRGYZSTAN AND THE ROLE OF PEDAGOGY

Beatrice SchulterCIMERA

Tajik, Turkish, German and other

languages, and in all of these

schools, the State language (Kyr-

gyz) and official language (Russian)

are taught as compulsory subjects.

Of course, there is the problem of

minorities who do not live in dis-

crete areas, but who are dis-

persed. In such cases this right may

not be realised for every individu-

al representative of a minority

group because economic factors

do not allow for a special school.

One of the tasks of our round ta-

ble is to work out realistic possibil-

ities for mother-tongue education

for such groups.

However, I would like to draw

your attention to a few other

things.

Why is it that so many Kyr-

gyz parents and parents of children

of other ethnic backgrounds try to

send their children to a school with

Russian as language of instruction

and accept the fact that their chil-

dren will not develop high language

skills in their mother tongue, or

even forget it?

It is not because they do not

consider knowledge of the mother

tongue as important. On the con-

trary: it is no secret that ethnic

Kyrgyz who do not know the Kyr-

gyz language feel ashamed and

guilty. The same applies to repre-

sentatives of other ethnic groups -

it is considered a shame to not

know one�s mother tongue. But the

fact is that a good command of

Russian is crucial in order to have

access to full information (be it on

TV, via the internet, or through

other media), higher education, and

interesting job opportunities, as well

as connections to the economic

region of the NIS.

This puts parents choosing a

school for their children into a prac-

tically unsolvable dilemma: either

they send their children to a school

with mother-tongue instruction, thus

ensuring the sound development of

their children�s ethnic identity, but

putting their educational opportu-

nities and professional future at risk.

Or they can choose to send their

children to a Russian school, with

the risk that their children will for-

get their mother tongue.

I have just now been talking

about «Kyrgyz and other ethnic

groups». This might seem strange,

because the topic of today�s event

....................................................................................................................................................22

è äðóãèõ ýòíè÷åñêèõ ãðóïïàõ. Ýòî

ìîæåò êàçàòüñÿ ñòðàííûì, ïîòîìó

÷òî òåìà ñåãîäíÿøíåãî ìåðîïðè-

ÿòèÿ ÿçûê è îáðàçîâàíèå äëÿ íàöè-

îíàëüíûõ ìåíüøèíñòâ. À êûðãûçû

äåìîãðàôè÷åñêè ÿâëÿþòñÿ ýòíè÷åñ-

êèì áîëüøèíñòâîì â Êûðãûçñòàíå,

è êûðãûçñêèé ÿçûê ÿâëÿåòñÿ ãîñó-

äàðñòâåííûì ÿçûêîì.

Íî ôàêò, ÷òî êûðãûçñêèå ðî-

äèòåëè ïðè âûáîðå øêîë äëÿ ñâî-

èõ äåòåé ñòîÿò ïåðåä äèëåììîé, î

êîòîðîé áûëî ñêàçàíî âûøå, ïî-

êàçàòåëü òîãî, ÷òî ïñèõîëîãè÷åñêè

êûðãûçñêèé ÿçûê íå äîìèíàíòíûé

ÿçûê ïî ñðàâíåíèþ ñ ðóññêèì. Òà-

êèõ ïîêàçàòåëåé î÷åíü ìíîãî - íà-

ïðèìåð ôàêò, ÷òî ëþäè âñåãäà ïå-

ðåêëþ÷àþòñÿ íà ðóññêèé ÿçûê, åñëè

òîëüêî îäèí íå ïîíèìàåò êûðãûçñ-

êîãî, èëè äàæå ôàêò, ÷òî ýòî íàøå

ìåðîïðèÿòèå ïðîâîäèòñÿ íà ðóñ-

ñêîì ÿçûêå. Â ýòîì ñìûñëå ìîæ-

íî ñðàâíèâàòü êûðãûçñêèé ÿçûê ñ

ÿçûêàìè ìåíüøèíñòâ, è ìíîãîå èç

òîãî, ÷òî ÿ áóäó ãîâîðèòü î ïðåïî-

äàâàíèè êûðãûçñêîãî ÿçûêà âåðíî

è äëÿ ïðåïîäàâàíèÿ ÿçûêîâ ìåíü-

øèíñòâ.

Ïðè âñåì ýòîì ïîíÿòíî, ÷òî

áóäóùåìó ïîêîëåíèþ íóæåí è

ðóññêèé ÿçûê, è êûðãûçñêèé ÿçûê,

è ðîäíîé ÿçûê.

À â ÷åì òîãäà ïðîáëåìà, åñëè

åñòü øêîëû ñî âñåìè íóæíûìè

ÿçûêàìè ïðåïîäàâàíèÿ, ê òîìó æå

âî âñåõ øêîëàõ ïðåïîäàþòñÿ è

ðóññêèé è êûðãûçñêèé ÿçûêè? Ïî-

÷åìó âñå-òàêè ñòîëüêî ëþäåé ñòà-

ðàþòñÿ îòïðàâèòü ñâîèõ äåòåé

èìåííî â ðóññêóþ øêîëó?

Õîòÿ ðóññêèé ÿçûê ïðåïîäàåò-

ñÿ êàê ïðåäìåò âî âñåõ øêîëàõ,

ðåçóëüòàòû íå óäîâëåòâîðèòåëüíû.

 øêîëàõ, ãäå ïðåïîäàâàíèå âåäåò-

ñÿ íå íà ðóññêîì ÿçûêå, äåòè íå

ïîëó÷àþò äîñòàòî÷íûõ íàâûêîâ äëÿ

òîãî, ÷òîáû îáùàòüñÿ íà ðóññêîì.

Òî æå ñàìîå ìîæíî ñêàçàòü

î êûðãûçñêîì ÿçûêå. Êàê ãîñóäàð-

ñòâåííûé ÿçûê îí ïðåïîäàåòñÿ âî

âñåõ øêîëàõ. Íî òå äåòè, êîòîðûå

äîìà íå ãîâîðÿò íà êûðãûçñêîì

ÿçûêå, ïîñëå îêîí÷àíèÿ øêîëû íå

ñïîñîáíû îáùàòüñÿ íà íåì, õîòÿ

îíè 11 ëåò ó÷àò ýòîò ÿçûê. Åùå

õóæå: ìíîãèå äåòè æàëóþòñÿ íà

òî, ÷òî èì íå íðàâèòñÿ ó÷èòü êûð-

ãûçñêèé ÿçûê, ÷òî óðîêè ñêó÷íûå.

Ó íèõ ðàçâèâàåòñÿ îòðèöàòåëüíîå

îòíîøåíèå è ê ÿçûêó è ê íàðîäó -

äàæå åñëè îíè ñàìè ýòíè÷åñêèå

êûðãûçû - è ýòî îòðèöàòåëüíîå îò-

íîøåíèå ìåøàåò îáó÷åíèþ.

Ïðåäñòàâèòåëåé äðóãèõ ýòíè-

÷åñêèõ ãðóïï ýòî ïðèâîäèò ê óáåæ-

äåíèþ, î ïðàêòè÷åñêîé íåâîçìîæ-

íîñòè äëÿ íèõ ó÷èòü ãîñóäàðñòâåí-

íûé ÿçûê. ×àñòî ñëûøèòñÿ àðãó-

ìåíò: «Çà÷åì ìíå ó÷èòü êûðãûçñ-

êèé ÿçûê, åñëè ñàìè êûðãûçû åãî

íå çíàþò?»  ýòîé ñèòóàöèè î÷åíü

òðóäíî îñóùåñòâëÿòü Ãààãñêèå ðå-

êîìåíäàöèè î «äîñòàòî÷íîì çíà-

íèè ãîñóäàðñòâåííîãî ÿçûêà».

ßñíî, ÷òî ïðîáëåìà ëåæèò íå

â íåæåëàíèè ãîñóäàðñòâà ãàðàíòè-

ðîâàòü äîñòàòî÷íîå çíàíèå âñåõ

íóæíûõ ÿçûêîâ. Ôàêòè÷åñêè ñóùå-

ñòâóþò âîçìîæíîñòè äëÿ îáó÷åíèÿ

è ãîñóäàðñòâåííîãî, è îôèöèàëü-

íîãî, è ðîäíîãî ÿçûêîâ. Ïðîáëå-

ìà îêàçûâàåòñÿ áîëüøå ïñèõîëî-

ãè÷åñêîãî ðîäà, è îíà ëåæèò âî

âçãëÿäàõ, ñóùåñòâóþùèõ â îáùå-

ñòâå, â ïåäàãîãèêå è â ìåòîäèêå,

äîìèíèðóþùåé â øêîëàõ.

ß ñ÷èòàþ, ÷òî ðåøàþùèì ÿâ-

ëÿåòñÿ òîò ôàêò, ÷òî ïîíÿòèå «ðîä-

íîãî ÿçûêà» îáîçíà÷àåò ÿçûê ýò-

íè÷åñêîé ïðèíàäëåæíîñòè. Ó «ðîä-

íîãî ÿçûêà», êàê âîñïðèíèìàåòñÿ

îí â Êûðãûçñòàíå, ñèìâîëè÷åñêàÿ

ôóíêöèÿ, à íå ôóíêöèÿ îáùåíèÿ.

Êîãäà ÿ â ïåðâûé ðàç ïðèåõà-

ëà â Êûðãûçñòàí è óñëûøàëà, êàê

îäíà íåìêà ñêàçàëà, ÷òî îíà íå

çíàåò ñâîåãî ðîäíîãî ÿçûêà, ÿ íå

ïîíÿëà. Â çàïàäíîé Åâðîïå «ðîä-

íîé ÿçûê» - ýòî òîò ÿçûê, êîòîðûé

÷åëîâåê çíàåò ëó÷øå è íà êîòîðîì

îí îáû÷íî îáùàåòñÿ. Åñëè ó ðîä-

íîãî ÿçûêà òàêîå ïîíÿòèå, òî îí

ìîæåò ìåíÿòüñÿ â òå÷åíèè æèçíè

è âûñêàçûâàíèå «ÿ íå çíàþ ñâîåãî

ðîäíîãî ÿçûêà» - ïàðàäîêñ, ïðî-

ñòî íåâîçìîæíî íå çíàòü ñâîåãî

ðîäíîãî ÿçûêà! Â Êûðãûçñòàíå ðîä-

íîé ÿçûê îáîçíà÷àåò ñîâñåì äðó-

ãîå: îí, ïðåæäå âñåãî, ñèìâîë ýò-

íè÷åñêîé ïðèíàäëåæíîñòè, à òîëü-

êî ïîòîì ñðåäñòâî îáùåíèÿ.

Èìåííî îò ýòîãî ðîæäàþòñÿ ïñè-

õîëîãè÷åñêèå è ïåäàãîãè÷åñêèå

ïðîáëåìû, êîòîðûå çàòðóäíÿþò

ðåøåíèå ÿçûêîâîé ïðîáëåìû â

Êûðãûçñòàíå.

Èç-çà ýòîãî, âî-ïåðâûõ, ó ëþ-

äåé ïîÿâëÿåòñÿ ÷óâñòâî ñòûäà, ÷òî

îíè íå çíàþò ÿçûê ýòíîñà, õîòÿ ýòî

íå â èõ îòâåòñòâåííîñòè, òåì áî-

ëåå íå èõ âèíà. Âî-âòîðûõ, ïðàêòè-

÷åñêè íåâîçìîæíî äëÿ ïðåäñòàâè-

ßÇÛÊ È ÈÄÅÍÒÈ×ÍÎÑÒÜ: ÑÈÒÓÀÖÈß Â ÊÛÐÃÛÇÑÒÀÍÅ È ÐÎËÜ ÏÅÄÀÃÎÃÈÊÈ

.................................................................................................................................................... 23

is language education for national

minorities. Although demographical-

ly, the Kyrgyz are an ethnic majori-

ty in Kyrgyzstan, the Kyrgyz lan-

guage is the State language of Kyr-

gyzstan. But the very fact that Kyr-

gyz parents face the above-men-

tioned dilemma when choosing

schools for their children shows that

psychologically, the Kyrgyz lan-

guage is subordinate to Russian.

There are many other signs that con-

firm this statement. For example, the

fact that people always switch to

Russian as soon as there is a single

person who does not speak Kyrgyz.

This does not, however, happen the

other way around. Another exam-

ple is the fact that this seminar is being

held in Russian. In this sense, the

Kyrgyz language can be compared

to languages of national minorities,

and most of what I am going to say

about the teaching of Kyrgyz is also

true for the teaching of minority lan-

guages.

With all of this in mind, it is

clear that the young generation

needs all languages: Russian, Kyr-

gyz and their mother tongues.

So where is the problem, if

there are schools that use all the

needed languages of instruction and

both Russian and Kyrgyz are taught

in all of these schools? Why is there

an urge for everyone to get edu-

cated in a Russian school, if the lan-

guage is taught in every school of

the country?

Although Russian is being taught

as a subject in schools where the

language of instruction is Kyrgyz or

another language, the results are

not satisfying. In the schools that use

another language of instruction than

Russian, the children do not get

enough language skills in order to

communicate in Russian.

The same applies for the teach-

ing of Kyrgyz language in Russian

schools: although Kyrgyz is taught

as a subject from the first class

onward, Children speaking anoth-

er language at home are usually not

able to communicate in Kyrgyz af-

ter they finish their education.

Worse yet, many children complain

about Kyrgyz lessons, saying that

they are boring and developing a

very negative attitude towards

both the language and the people

- even if they are ethnic Kyrgyz

themselves. This, of course, dis-

turbs their learning process. For

representatives of other ethnic

groups this leads to a logic that in

effect prevents them from learn-

ing the State language, Kyrgyz: The

commonly heard argument is, «why

should I learn Kyrgyz, if the Kyr-

gyz people do not know their own

language?» In this situation it is very

difficult to realise the Hague Rec-

ommendation on the «proper

knowledge of the State language.

However, the problem lies not

in the State�s lack of will to guaran-

tee proper knowledge of all cru-

cial languages. In practice, the op-

portunities are given and all of

these languages are being taught.

The problem has more of a psy-

chological nature and lies in atti-

tudes prevalent in society and in

the pedagogy and methodology

predominating in the schools.

I argue that because mother

tongue denotes the language of

ethnic belonging, and has a sym-

bolic rather than a communicative

function, these constraints are cre-

ated. When I first came to Kyr-

gyzstan, an ethnic German told me

that she didn�t know her mother

tongue. For me, this was incom-

prehensible as in Western Europe

«mother tongue» is the language

a person knows best and usually

communicates in. With this under-

standing of «mother tongue», it is

possible for one�s mother tongue

to change throughout the course

of one�s lifetime. In this context the

statement «I do not know my

mother tongue» is a paradox - it is

simply impossible not to know

one�s mother tongue. In Kyr-

gyzstan, «mother tongue» has a

very different meaning: it is prima-

rily a symbol of ethnic belonging

and not a means of communication.

It is this ethnic definition of «moth-

er tongue» which creates psycho-

logical and pedagogical problems

that make it difficult to resolve lin-

guistic problems in Kyrgyzstan.

As a result of this ethnic defi-

nition, people who do not know

their mother tongue are not con-

sidered full members of their re-

spective ethnic group and feel

ashamed, even though they are not

at fault for not knowing it.

LANGUAGE AND IDENTITY: THE SITUATION IN KYRGYZSTAN AND THE ROLE OF PEDAGOGY

....................................................................................................................................................24

òåëåé ýòíè÷åñêèõ ìåíüøèíñòâ ó÷èòü

ãîñóäàðñòâåííûé ÿçûê. Ïîêà êûð-

ãûçñêèé ÿçûê âîñïðèíèìàåòñÿ êàê

ÿçûê êûðãûçîâ, íå óáåäèòåëüíî,

íàïðèìåð äëÿ ðóññêîãî èëè íåìöà

ó÷èòü ýòîò ÿçûê, ïîòîìó ÷òî îí íå

èäåíòèôèöèðóåò ñåáÿ ñ êûðãûçà-

ìè êàê ýòíè÷åñêîé ãðóïïîé.

Çàêîí î ïðèçíàíèè êûðãûçñêî-

ãî ÿçûêà êàê ãîñóäàðñòâåííîãî íå

èìåë áîëüøîãî âëèÿíèÿ íà ýòî âîñ-

ïðèÿòèå êûðãûçñêîãî ÿçûêà â òå-

÷åíèå 14 ëåò. È ýòî íåñìîòðÿ íà

òî, ÷òî êûðãûçñêèé ÿçûê ïðåïîäà-

åòñÿ âî âñåõ øêîëàõ.

Ïîìèìî ýòîãî, ñèìâîëè÷åñêîå

âîñïðèÿòèå îòðàæàåòñÿ è â ïðåïî-

äàâàíèè ÿçûêîâ â øêîëàõ: î÷åíü

ìíîãî ñèë è âðåìåíè òðàòèòñÿ íà

òî, ÷òîáû ó÷èòü ñòèõè è ïåñíè, ãäå

ãîâîðèòñÿ î æèçíè êûðãûçîâ â

þðòàõ. ß íå õî÷ó îòðèöàòü êðàñî-

òó è âàæíîñòü ñòèõîòâîðåíèé, íî

õî÷ó óêàçàòü íà òî, ÷òî ïîäîáíûé

ïëàí îáó÷åíèÿ íå îòðàæàåò åñòå-

ñòâåííóþ êàðòèíó òîãî, ÷òî òàêîå

êûðãûçñêèé ÿçûê è êûðãûçñêàÿ

êóëüòóðà - áîëüøèíñòâî êûðãûçîâ

íå æèâóò â þðòàõ, íî ïðè ýòîì îíè

ÿâëÿþòñÿ íàñòîÿùèìè êûðãûçàìè.

Äðóãàÿ âàæíàÿ ÷àñòü ïëàíà

îáó÷åíèÿ - ýòî ãðàììàòèêà. Äåòè

óæå â ðàííåì âîçðàñòå ó÷àòñÿ îò-

ëè÷àòü ãðàììàòè÷åñêèå åäèíèöû.

Íî ÷òî ýòî èì äàåò? Åñëè äåòè ìî-

ãóò ðàçëè÷àòü ãëàñíûå è ñîãëàñíûå,

ïîäëåæàùåå è ñêàçóåìîå, òî îíè

íà÷èíàþò ïîíèìàòü, ÷òî èìåþò äåëî

ñ ÷åì-òî ñëîæíûì è âàæíûì, è îíè

íå ó÷àòñÿ îáùàòüñÿ, à íàîáîðîò,

ýòî ïðåäúÿâëÿåò ê äåòÿì ÷ðåçìåð-

íûå èíòåëëåêòóàëüíûå òðåáîâàíèÿ

â íà÷àëüíûõ êëàññàõ è ìîæåò ïîãà-

ñèòü èõ åñòåñòâåííûé èíòåðåñ è

ëþáîïûòñòâî. Äåòè ìîãóò íà÷àòü

íåíàâèäåòü ýòîò ÿçûê, ÷òî ïîìåøà-

åò îâëàäåòü èì.

×åãî íåäîñòàòî÷íî â ïëàíàõ

èçó÷åíèÿ ÿçûêîâ - ýòî èõ óïîòðåá-

ëåíèå êàê ñðåäñòâî îáùåíèÿ.

×òîáû ðàçðåøèòü ïóòàíèöó,

ñâÿçàííóþ ñ êûðãûçñêèì ÿçûêîì

êàê ÿçûêîì ìåíüøèíñòâà, ñ ïîíÿ-

òèåì «ðîäíîãî ÿçûêà» è ñ åãî ñèì-

âîëè÷åñêèì çíà÷åíèåì, ÿ ïðåäëà-

ãàþ ïåðåôîðìóëèðîâàòü Ãààãñêèå

ðåêîìåíäàöèè äëÿ Êûðãûçñòàíà

ñëåäóþùèì îáðàçîì: «Ïðàâî êàæ-

äîãî ÷åëîâåêà íà ñîõðàíåíèå ñâî-

åé ñàìîáûòíîñòè ìîæåò áûòü ïîë-

íîñòüþ ðåàëèçîâàíî òîëüêî â òîì

ñëó÷àå, åñëè îí ïîëó÷àåò äîëæíîå

çíàíèå åãî ïåðâîãî ÿçûêà èëè ðîä-

íîãî ÿçûêà, ãîñóäàðñòâåííîãî ÿçû-

êà è îôèöèàëüíîãî ÿçûêà âî âðå-

ìÿ îáðàçîâàòåëüíîãî ïðîöåññà».

Òàêèì îáðàçîì, ðåêîìåíäà-

öèè îòðàæàþò è íàó÷íî-ïåäàãîãè-

÷åñêèå âûâîäû î òîì, ÷òî äåòè

ìîãóò ïîëíîñòüþ ðàçâèâàòü ñâîè

îáùèå ÿçûêîâûå íàâûêè - íå âàæ-

íî íà êàêîì ÿçûêå - òîëüêî, åñëè

èõ ïåðâûé ÿçûê óïîòðåáëÿåòñÿ õîòü

÷àñòè÷íî êàê ÿçûê ïðåïîäàâàíèÿ â

øêîëå. Òîëüêî òîãäà, êîãäà ÿçûê,

íà êîòîðîì äåòè ãîâîðÿò äîìà,

óïîòðåáëÿåòñÿ â øêîëå, îíè ìîãóò

âîñïðèíèìàòü åãî êàê ÷òî-òî íóæ-

íîå è ïîëîæèòåëüíîå, òîëüêî òîã-

äà ìîãóò îíè ïîääåðæèâàòü ïîëî-

æèòåëüíîå îòíîøåíèå ê ýòîìó ÿçû-

êó è ê ñâîåìó ïðîèñõîæäåíèþ,

òîëüêî òîãäà ìîãóò îíè ðàçâèâàòü

çäîðîâóþ ëè÷íóþ èäåíòè÷íîñòü.

Ïîçâîëüòå ìíå ðåçþìèðîâàòü

âûøåñêàçàííîå:

Èç-çà ýêîíîìè÷åñêèõ ïî-

òðåáíîñòåé äëÿ ìíîãèõ ðî-

äèòåëåé âàæíåå, ÷òîáû èõ

äåòè õîðîøî çíàëè ðóññêèé

ÿçûê, ÷åì òîò ÿçûê, íà êî-

òîðîì ãîâîðÿò äîìà.

Èç-çà òîãî, ÷òî çíàíèå ðóñ-

ñêîãî ÿçûêà, êîòîðîå äåòè

ìîãóò ïîëó÷èòü â íåðóññêîé

øêîëå, íå óäîâëåòâîðèòåëü-

íî, îíè ñòàðàþòñÿ îòïðàâèòü

ñâîèõ äåòåé â ðóññêóþ øêî-

ëó.

Ðîäèòåëè ìèðÿòñÿ ñ òåì, ÷òî

äåòÿì áóäåò òÿæåëî â øêî-

ëå, ÷òî îíè çàáóäóò èõ ïåð-

âûé ÿçûê, è ÷òî äëÿ íèõ áó-

äåò òðóäíî ðàçâèâàòü çäî-

ðîâóþ èíäèâèäóàëüíóþ

èäåíòè÷íîñòü.

Èç-çà òîãî, ÷òî ãîñóäàð-

ñòâåííûé ÿçûê âîñïðèíèìà-

åòñÿ êàê ÿçûê îäíîé ýòíè÷åñ-

êîé ãðóïïû, äðóãèì òÿæåëî

ó÷èòü ýòîò ÿçûê.

 øêîëàõ óäåëÿåòñÿ íåäî-

ñòàòî÷íî âðåìåíè äëÿ òîãî,

÷òîáû äåòè ìîãëè ó÷èòüñÿ

îáùàòüñÿ íà ðàçíûõ ÿçûêàõ.

Ïîýòîìó ïðîåêò «Ìíîãîÿçû÷-

íîå îáðàçîâàíèå» íàøåé îðãàíè-

çàöèè ïðåäëàãàåò íîâóþ ìîäåëü

îáó÷åíèÿ, â êîòîðîé êûðãûçñêèé,

ðóññêèé, óçáåêñêèé èëè ëþáîé äðó-

ãîé ÿçûê óïîòðåáëÿåòñÿ íå êàê ñèì-

âîë ýòíè÷åñêîé ïðèíàäëåæíîñòè, à

êàê ñðåäñòâî îáùåíèÿ. Â 9 äåòñ-

ßÇÛÊ È ÈÄÅÍÒÈ×ÍÎÑÒÜ: ÑÈÒÓÀÖÈß Â ÊÛÐÃÛÇÑÒÀÍÅ È ÐÎËÜ ÏÅÄÀÃÎÃÈÊÈ

.................................................................................................................................................... 25

Also because of the ethnic

definition of «mother tongue», rep-

resentatives of minority groups are

prevented from learning the State

language. As long as Kyrgyz is pri-

marily considered to be the lan-

guage of the ethnic Kyrgyz, it will

not be compelling for a Russian

person (for example) to learn this

language since he does not identi-

fy with the Kyrgyz as an ethnic

group. The legal recognition of

Kyrgyz as the State language 14

years ago did not have much im-

pact on this symbolic perception of

Kyrgyz, even though Kyrgyz is

being taught in all schools.

In addition, this symbolic per-

ception of language is also reflect-

ed in the way languages are taught

at school: For example, children

learn Kyrgyz-language poems and

songs, which talk about the life of

the Kyrgyz people in «jurtas». Al-

though I do not deny the beauty

and importance of poems, I would

nevertheless like to stress that this

kind of curriculum does not present

a realistic picture of what the Kyr-

gyz language and culture are. Most

Kyrgyz people no longer live in

jurtas, but they are nevertheless

real Kyrgyz people!

Another major part of the cur-

rent school curriculum is concerned

with grammar. The scientific ap-

proach that this assumes also does

not have the required effect: If

very young children were able to

differentiate between subject, ob-

ject, and predicate, they might

understand that they are dealing

with something complicated and

serious, but they will not be able

to communicate. As it is, howev-

er, they feel intellectually over-

charged with something they can-

not see the use at their age, and

which they objectively do not need

to know. This approach destroys

their natural interest and curiosity

in language learning and they start

to detest the language. This pre-

vents them from ever being able

to learn it.

What is lacking in the way lan-

guages are taught in Kyrgyzstan

today is the real-life use of these

languages, or communication.

In order to diffuse confusion

about the meaning of «mother

tongue,» I will adapt the Hague

Recommendations on Language

Education Rights as follows: «The

right of any person to maintain their

identity can only be fully realised if

they acquire a proper knowledge

of their first language (or the lan-

guage they learn from their par-

ents) and/or their mother tongue

during the educational process.»

This definition also reflects scientif-

ic findings that children can fully

develop their overall linguistic skills

only if at least part of their educa-

tion takes place in the first language

they acquire - even if it is not the

language which corresponds to their

ethnicity. Only if the language chil-

dren speak at home is used in

schooling situations can they per-

ceive it as something useful and

positive. Only then can they main-

tain a positive attitude towards the

language, and only then can they

develop a sound personal identity.

Allow me to summarise the

main points of this speech thus far:

Because of economic pres-

sure in Kyrgyzstan, many

parents deem it more im-

portant for their children to

have a good command of

Russian than of the language

they speak at home.

Because the Russian lan-

guage skills taught in non-

Russian schools are not sat-

isfactory, many parents at-

tempt to send their children

to a Russian school.

Parents accept that their

children will have a very hard

time being totally immersed

in a new language at school.

They also accept that the

children might forget their

first language and that it will

be difficult for them to de-

velop a sound personal iden-

tity.

Because the State language

is perceived as the language

of one ethnic group (i.e. the

Kyrgyz), it is difficult for

members of other ethnic

groups to learn this lan-

guage.

Schools in Kyrgyzstan do

not provide enough time or

methodology for children to

learn to communicate in var-

ious languages.

LANGUAGE AND IDENTITY: THE SITUATION IN KYRGYZSTAN AND THE ROLE OF PEDAGOGY

....................................................................................................................................................26

êèõ ñàäàõ è 7 øêîëàõ â ðàçíûõ ðå-

ãèîíàõ ñòðàíû ÿçûêè ïðåïîäàþòñÿ

íå â òðàäèöèîííîì âèäå: äåòè ïî-

ëó÷àþò îáðàçîâàíèå íà äâóõ èëè

òðåõ ÿçûêàõ. ×àñòü ðàáîòû ñ äåòü-

ìè â ÿçûêîâûõ ñìåøàííûõ ãðóïïàõ

îäèí ïåäàãîã ïðîâîäèò íà êûðãûç-

ñêîì ÿçûêå, ÷àñòü - äðóãîé ïåäà-

ãîã íà ðóññêîì ÿçûêå. Â Æàëàë-

Àáàäå åùå òðåòèé ïåäàãîã ðàáî-

òàåò ñ äåòüìè íà óçáåêñêîì ÿçû-

êå. Åñëè ïðè òàêîé îðãàíèçàöèè ÿçû-

êîâ ðàáîòà âåäåòñÿ èíòåðàêòèâíîé

ìåòîäèêîé, îðèåíòèðîâàííîé íà

ðåáåíêà, òîãäà ïîëó÷àþòñÿ åñòå-

ñòâåííûå ñèòóàöèè îáùåíèÿ, è äåòè

êàê áóäòî àâòîìàòè÷åñêè îñâàèâà-

þò âñå ýòè ÿçûêè. Îíè îñâàèâàþò

âòîðîé è òðåòèé ÿçûê òàêèì æå

ïóòåì, êàê îíè îñâîèëè ïåðâûé

ÿçûê - îíè ïîñòîÿííî ñëûøàò åãî,

ïîñòåïåííî íà÷èíàþò ïîíèìàòü è

ãîâîðèòü íà íåì, ïîòîìó ÷òî ó íèõ

åñòåñòâåííîå æåëàíèå îáùàòüñÿ

áåç êîìïëåêñîâ.

Ýòà ïðîñòàÿ ïåðåîðãàíèçàöèÿ

êëàññîâ è ÿçûêîâ èìååò îãðîìíîå

âëèÿíèå íà îòíîøåíèå ê ÿçûêàì.

Êàæäûé äåíü îíè ïîëó÷àþò ïîëüçó

îò ýòèõ ÿçûêîâ è íåïðîèçâîëüíî

îíè ñòàðàþòñÿ îñâîèòü èõ. Äåòè,

êîòîðûå îáó÷àþòñÿ â ìíîãîÿçû÷-

íîì êëàññå, ìîãóò îáùàòüñÿ íà

âñåõ ÿçûêàõ, êîòîðûå äëÿ íèõ âàæ-

íû. Îíè çíàþò ðîäíîé ÿçûê, êîòî-

ðûé íåîáõîäèì äëÿ óâåðåííîñòè

â ñåáå è äëÿ çäîðîâîãî ðàçâèòèÿ

ëè÷íîñòè, çíàþò ãîñóäàðñòâåííûé

ÿçûê, êîòîðûé âàæåí äëÿ ãîñóäàð-

ñòâåííîé èäåíòè÷íîñòè, òàêæå çíà-

þò îôèöèàëüíûé ÿçûê, êîòîðûé

íåîáõîäèì äëÿ îáðàçîâàòåëüíûõ

è ïðîôåññèîíàëüíûõ âîçìîæíîñ-

òåé.

Íî ýòè äåòè íå òîëüêî ìíîãî-

ÿçû÷íûå è óìåþò îáùàòüñÿ ÷åðåç

ýòíè÷åñêèå ãðàíèöû, ó íèõ ëó÷øå

è ìåæêóëüòóðíûå íàâûêè è îíè

áîëåå òîëåðàíòíûå. Âìåñòå ñ ÿçû-

êàìè îíè âïèòûâàþò êóëüòóðó è

åñòåñòâåííûì ïóòåì ïîçíàþò, ÷òî

âñå ýòè ýòíîñû íàðàâíå âàæíû è

íóæíû, à ýòî èìååò ïîëîæèòåëü-

íîå âëèÿíèå íà èõ îòíîøåíèå ê

äðóãèì ýòíè÷åñêèì ãðóïïàì.

Âèäåíèå áóäóùåãî ìíîãî-

ÿçû÷íîãî îáðàçîâàíèÿ â òîì, ÷òî-

áû óëó÷øèòü ïðîöåññ èíòåãðàöèè

òåì, ÷òî äåòè óæå â äåòñêîì ñàäó

è â øêîëå âïèòûâàþò ìíîãîêóëü-

òóðíîñòü. Ýòî áóäóùåå ïîêîëåíèå

áóäåò ìíîãîÿçû÷íûì ñ âûñîêèìè

ìåæêóëüòóðíûìè íàâûêàìè. Ïðåä-

ñòàâèòåëè ýòîãî ïîêîëåíèÿ èäåíòè-

ôèöèðóþò ñåáÿ ïðåæäå âñåãî êàê

êûðãûçñòàíöû è êàê ïðåäñòàâèòåëè

îäíîé èç êûðãûçñòàíñêèõ ýòíîñîâ

îäíîâðåìåííî. Ýòî ïîêîëåíèå áó-

äåò ïîíèìàòü áîãàòûå ÿçûêîâûå è

êóëüòóðíûå ðåñóðñû ñòðàíû íå êàê

óãðîçó, à êàê óíèêàëüíûé øàíñ

îáîãàùåíèÿ.

Âîçìîæíîñòè äàëüíåéøåãî

ðàçâèòèÿ èäåè ìíîãîÿçû÷íîãî îá-

ðàçîâàíèÿ äëÿ íàöèîíàëüíûõ ìåíü-

øèíñòâ áóäóò îáñóæäàòüñÿ âìåñ-

òå ñ ïðåäñòàâèòåëÿìè ñèñòåìû îá-

ðàçîâàíèÿ, ñ ïðåäñòàâèòåëÿìè íà-

öèîíàëüíûõ ìåíüøèíñòâ è ñ ïðåä-

ñòàâèòåëÿìè äðóãèõ îðãàíèçàöèé,

êîòîðûå çàáîòÿòñÿ î ÿçûêå, êóëü-

òóðå è èíòåãðàöèè, â òå÷åíèå êðóã-

ëîãî ñòîëà, êîòîðûé íà÷èíàåòñÿ

ñåãîäíÿ ïîñëå îáåäà.

ß õî÷ó ïîáëàãîäàðèòü âñåõ,

êòî ñîäåéñòâîâàë è ñîäåéñòâóåò

ýòîìó ìåðîïðèÿòèþ, ïðåæäå âñå-

ãî Ðîëüôà Åêåóñà, Âåðõîâíîãî

Êîìèññàðà ïî Äåëàì Íàöèîíàëüíûõ

Ìåíüøèíñòâ ÎÁÑÅ çà âåëèêóþ

÷åñòü åãî ïðèñóòñòâèÿ è çà åãî

ðå÷ü; åãî êîìàíäó çà èõ áåñöåí-

íóþ ïîääåðæêó; âñåõ ïðåäñòàâè-

òåëåé ãîñóäàðñòâåííîé âëàñòè,

ìåæäóíàðîäíûõ è ìåñòíûõ îðãà-

íèçàöèé çà èõ çàáîòó îá ýòîé òåìå;

äåïóòàòà Àëèøåðà Àõìåäîâè÷à

Ñàáèðîâà çà ïîääåðæêó; ãóáåðíà-

òîðà Îøñêîé îáëàñòè Íàêåíà Êà-

ñèåâè÷à Êàñèåâà çà òåïëîå ïðèâåò-

ñòâèå â ãîðîäå Îø è âñåõ Âàñ çà

âàøå âíèìàíèå.

ßÇÛÊ È ÈÄÅÍÒÈ×ÍÎÑÒÜ: ÑÈÒÓÀÖÈß Â ÊÛÐÃÛÇÑÒÀÍÅ È ÐÎËÜ ÏÅÄÀÃÎÃÈÊÈ

.................................................................................................................................................... 27

In response to these issues, the

«Multilingual Education Project» pro-

poses a new approach to language

and teaching in which Kyrgyz, Rus-

sian, Uzbek or any other language is

considered a means of communica-

tion rather than a symbol for ethnic

belonging. Toward this end, the

project has introduced a new model

of education in 9 kindergartens and 7

primary schools throughout the coun-

try. In these institutions, languages

are not taught in the traditional way.

Instead, two or three languages are

used as languages of instruction and

means of communication. This means

that there are two or three educa-

tors or teachers working in one lin-

guistically and ethnically mixed group.

For example, one pedagogue speaks

to a class of children only in Kyrgyz,

while another speaks with them only

in Russian. In Jalal-Abad, there is a tri-

lingual kindergarten with a third edu-

cator talking to the same children only

in Uzbek. In order for this to be ef-

fective, it is crucial, that the teacher

employs interactive, child-centred

methodology that creates real-life sit-

uations for communication. For chil-

dren of this age (kindergarten and

primary school), it is perfectly natural

to acquire a new language through

mere communication. After a few

weeks, they already understand and

start speaking automatically. In this

way they acquire the second and third

languages in the same way that they

acquired their first language: by con-

stantly hearing it and wanting to com-

municate in it.

This simple reorganisation of

classes and languages has a vast

impact on children�s attitude to-

wards the languages: nobody has

to explain to them that it is impor-

tant to learn one or the other lan-

guage. Every day, they experi-

ence the use of all of these lan-

guages and unconsciously make the

necessary efforts to acquire them.

Having undergone multilingual ed-

ucation, the children are equipped

with all the languages which are

crucial for them: the State lan-

guage, which is crucial for State

identity, Russian, which is important

for gaining access to educational

and professional opportunities, and

their mother tongue spoken at

home, which is crucial for their self-

esteem and sound personal devel-

opment.

In addition, these children are

not only multilingual and able to

communicate across ethnic borders.

They also have better intercultural

understanding and are more toler-

ant. Together with learning the lan-

guages, they also experience the

different cultures and ethnic groups

as being equally important and use-

ful. This in turn has a positive im-

pact on their attitude towards oth-

er ethnic groups.

The vision behind this project

is to foster integration in Kyrgyzstan

by fostering a living multilingualism

and multiculturalism in schools and,

in result, creating a future genera-

tion which is multilingual and has high

intercultural skills. It aims to create

a generation in which individuals per-

ceive themselves as «Kyrgyzstani»

in the first place, as well as repre-

sentatives of one of this country�s

ethnic groups. It envisions the edu-

cation of generation will no longer

perceive other ethnic groups as an

unknown and suspicious threat be-

cause they do not understand each

other, but will rather understand the

rich linguistic and cultural resources

of their country as a unique chance

for enrichment.

During the next day and a half

of this round table, we will discuss

the possibilities for further develop-

ment of the idea of multilingual edu-

cation for national minorities with rep-

resentatives of the education system

in Kyrgyzstan, with representatives

of minority groups and with various

organisations concerned with lan-

guage, culture and integration.

I would like to thank everyone

who has contributed to this very im-

portant event. First of all I would like

to thank Mr. Rolf Ekeus, the OSCE

High Commissioner on National Mi-

norities, for the great honour of hav-

ing him here and hearing his speech.

I thank his team for their invaluable

support. I am grateful to all repre-

sentatives of government structures

and international and local organisa-

tions for their concern for the topic

and for coming here today, and to

Deputy Alisher Akhmedovich Sa-

birov for his support. Finally, I thank

Naken Kasievich Kasiev for the warm

welcome to Osh and all of you for

your attention.

LANGUAGE AND IDENTITY: THE SITUATION IN KYRGYZSTAN AND THE ROLE OF PEDAGOGY