This article states the relevance of a foreign language in a society and the parents` understanding of the importance of a foreign language for a future child. Also it informs about the organization of the interaction between a foreign language teacher and young learners' parents, including the consistent implementation of the considered components of interaction (aims, principles of interaction, forms of organization and a direction of interaction, analytic activity of teachers and parents), which allows to successfully solve the emerging difficulties in the process of early foreign-language education and to increase its effectiveness.
In recent years, there has been a tendency to create a continuous system of foreign language education that presupposes the study of a foreign language from the early age (from an elementary school or kindergarten). This issue is one of the prior directions in the educational policy of Kazakhstan.
The introduction of a foreign language into the primary school program caused interest and support from the parents. All of them are aware of the importance of foreign-language education in modern society and provide the young learners with the necessary assistance in the learning process. And thus become participants in the educational process. But this, in turn, requires parents to take into account various factors and generates a need for qualified consultations.
In the sphere of early foreign education, it is necessary to take into account that young learners do not see the personal meaning in the acquisition of a foreign language. This often entails a reluctance to overcome the difficulties encountered in the learning process. Along with the special organization of training in this situation, it is important to help and support the family, from which the formation of children's positive motivation in learning largely depends on. We are talking about the personal example of adults, the formation of interest in languages, culture and traditions of other peoples, the perception of the results achieved by the child, their adequate evaluation, which by far not all parents can give.
The educational process, even at an early age, presupposes the independent activity of students, including the performance of homework by young learners. Children of this age, usually need in monitoring by the teacher or parents, as well as timely assistance.
The question of how to do this regarding a foreign language is asked by most parents, and occasional contact with the teacher in this situation does not always bring the desired results.
All of the above suggests the need for cooperation between schools and families to exchange information and provide qualified educational support to parents.
Analysis of scientific researches in the field of early foreign language education shows that this problem has been studied from different perspectives: methodological (E.I. Negnevitsky, Z.N. Nikitenko, etc.), linguistic (M.R. Lvov, L.V. Shcherba, and others), psychological (L.S. Vygotsky, I.A. Winter, etc.), pedagogical (sh. was Amonashvili, A.K. Markova, etc.). As for cooperation between educational institutions and families, there are only some signs which confirm the interaction between teachers and parents, emphasizing the role of the latter in addressing to a number of organizational tasks.
For pedagogical science the problem of interaction of educational institutions and the family as a whole is not a new one. It is evidenced by the scientific work in this area. For example, in many socio-pedagogical studies the pedagogical potential of a family socium (A.S. Makarenko, A.V. Mudrik, V.Yu. Titarenko, etc.), the problem of interaction of educational institutions and the family ( R.U. Bogdanova, L.I. Novikova,
A.G. Khripkova, etc.) are considered. Some papers highlighted specific issues of socio-pedagogical support of the family (O.Yu. Arsentieva), pedagogical education of parents (N.Badalyan), the study of foreign experience of interaction (E.P. Denisov), historical and regional aspects of the problem (E.G. Kozhevnikova), differentiated approach to working with families (G.I. Kozeba), interaction in the development of high school students' professional choice (E.V. Malysheva).
Currently, the new educational paradigm has assigned the responsibility for the quality of children's' upbringing and education to their parents. In this context, it is necessary to organize such interaction between schools and family, which would, on the one hand, meets the needs of parents, and with another-to unite the efforts of both parties in achieving common goals.
All this becomes most important at the initial stage of training, when the foundation of the child's knowledge and worldview are formed. The effectiveness of education and training in this period largely depends on the focus and coherence of the institution and the family. However, the new content of education, new teaching technologies and teaching methods unfamiliar to parents, cause numerous questions in relations with the school. This most often refers to the field of early foreign language education.
The demand for a foreign language in the society and the parents' understanding of the importance of a foreign language for children's future make early learning particularly popular and relevant in recent years. But despite this, not all students successfully master the program material on this subject. Scientists psychologists, educators and methodologists are looking for the causes of this phenomenon in the following: absence of a language environment; limited amount of study time; untimely completion of homework by the pupil; lack of motivation for learning and a number of reasons related to the individual characteristics of some children (speech defects, hearing impairment, etc.). Undoubtedly, the emerging issues can be eliminated by means of interaction of the foreign language teacher with young learners' parents. This will primarily increase the effectiveness of early foreign-language education, which will help to carry out the motivation and controlling functions [1].
In order to implement effective interaction, it seems necessary to organize it, not only at school level, but also at the level of a particular teacher. In this regard, it is necessary to identify the main structural components of organized interaction (goal, objectives, principles of interaction, forms of organization and directions of interaction, the analytic activity of teachers and parents) and to identify their interrelationship.
In our concept, the teacher of a foreign language should be the organizer of interaction. This does not contradict the concept of "interaction". Because, in the process of interaction, activity must be manifested on both sides. From the point of view of the actions of the subjects, this activity can be either initial or reactive. For example, according to IA. Winter "on the initiative of interaction one of the agents of action begins, initiates it, the other-responds to this initiative with their actions" [2].
A foreign language teacher and parents of young learners implement it for a specific purpose, which is a fundamental component. The aim of the interaction is to improve the efficiency of early foreign-language education. This goal covers the entire period of the child's education in primary school. The tasks of the foreign language teacher's interaction with parents can be: the formation of a positive motivation of a young learner to study a foreign language, of an idea about the national and world culture, realization of the principle of individualization of learning, and joint solution of an emerging problem in the process of foreign-language education.
Of course, these tasks can be refined in the process of interaction, being the result of analytical activity of all participants in the pedagogical process. In solving of interaction problems, the teacher of a foreign language and learners' parents rely on such principles as ensuring the subjective position of all participants in the pedagogical process, organization of joint creativity of teachers, students and their parents, humanistic orientation in interaction with the family, integration and differentiation of goals, tasks and actions of participants in the pedagogical process [3].
The stage preceding directly focused interaction of the teacher and parents, should be the study of the students ' families. In order to obtain the necessary information, teachers study students' families.
The information obtained in the course of study of the students ' families, will help in determining the content of interaction, which is realized in the following areas: awareness-raising and organizational activity. The work of a foreign language teacher in these areas involves the use of a variety of forms of collective and individual work with parents.
Educational outreach involves public awareness, education, training and counseling for parents and aims at the exchange of information relating to the scope of early foreign language education. In this direction the following forms are in demand: thematic evening of questions and answers "Early foreign language education – command of time", seminar "Use of games in learning a foreign language" seminar "Getting younger students to the culture of the target language" and so on.
The first step of elementary foreign language education in 12-year-old school provides the basis for the development of continuous and successive foreign language education. These conditions allow to lay a reliable basis for the formation of the future subject of intercultural communication since the childhood, able to adequately carry out cross-cultural communication in real-life conditions [4].
At a moment all the pre-school institutions and the primary school are seeking to support the individual abilities of the children, to help them to correspond to the requirements of the dynamic globalized world.
Nowadays there are a lot of possibilities to enrich the content and technologies of elementary foreign language education: viewing of the anglo-american educational programmes and cartoons in the Internet and on the TV, listening to the audio-fairy-tales and reading authentic books with poems and stories, communication with peers on-line in Skype programme , going abroad where the children can be in the foreign language situation, that is the best mechanism to transfer the passive foreign language knowledge into active. All the mentioned factors let to start the attachment of the children to the foreign language culture and to form the positive attitude and empathy from the early age. The important role in this context is given to the parents in the questions of controlling the quality , the volume of the information in Foreign language and also in forming positive attitude to the foreign language culture. It could be seen as an example of real and important interaction between a foreign language teacher and young learners' parents which allows to successfully solve the emerging difficulties in the process of early foreign-language education and to increase its effectiveness .
Organizational activity approach involves: the organization of lessons, students' homework and extracurricular activities, the joint equipment of the foreign language classroom. In the organization of each event it is possible to allocate three basic stages: preparatory work, organization of practical activities, analytical activities, monitoring and promoting the activities of adults.
Besides that, the analytical work can be highlighted as a separate component of organized interaction. It should be done at each stage of the joint activities. The purpose of the analytical activity is a comprehensive examination of the interaction of foreign language teachers with students' parents. Analyzing the impact of any event it is necessary to determine: the satisfaction level of cooperation between all subjects of educational process, the positive results of the interaction, the causes of the difficulties encountered, possible negative consequences and further work of the joint action.
Thus, the organization of the interaction of the foreign language teacher with the parents of young learners, which considers the consistent implementation of the above-mentioned components of interaction, allows to solve successfully the difficulties encountered in the process of early foreign language education, and to increase its effectiveness.
Referens:
- Рогова Г.В., Верещягина И.Н. Методика обучения англискому языку на начальном этапе в общеобразовательных учреждениях. – М., Просвещено,
- Зимняя И.А. Педагогическая психология: учебник для вузов. – М., – С.449.
- Байбородова Л.В. Взаимодействие школы и семьи. – Ярославль, – С. 29-32
- Ахметова Г.Ш. Лингвокультурулогическая методология как основа раннего обучения иностранным языкам в Казахстане. Сборник материалов II Международной научно-практической конференции «Иноязычное образование: опыт,проблемы, инновации» (Linguoculturological methodology as a basement of the early foreign language teaching in Kazakhstan). – Алматы: Издательско-полиграфический центр КазУМОиМЯ им Абылай хана,2014. – С.58-63