Черказьянова Ирина Васильевна

The article deals with the problem of introducing Russian language in German rural schools in Russia in the second half of the 19th century, and highlights the issue of development and application of Russian language textbooks. The first experiments of the government on the inclusion of Russian language in the education of colonists belong to the 1830s and are connected with the organization of central schools. During the period of “great reforms” the introduction of the Russian language concerned the entire primary education system of the colonists, the process accelerated after the transfer of German schools to the Ministry of Public Education (the last third of the XIX century). At the first © Черказьянова И. В., 2024 109 РАЗВИТИЕ СИСТЕМЫ ОБРАЗОВАНИЯ: РОССИЙСКИЙ И ЗАРУБЕЖНЫЙ ОПЫТ stage, colonist schools used non-adapted textbooks for Russian educational institutions; later, teachers and pastors from the colonies were engaged in the development of textbooks. The typical variety of textbooks, the lack of Russian teachers in schools, and the absence of daily practice in the use of Russian speech had a negative impact on the results of language teaching

The article deals with the problem of Sovietization of national education in the pre-war period on the example of the German school. The contradictions in school policy are most clearly seen in the 1920s - early 1930s. The right to study in the native language and the development of the school network were accompanied by destructive for Germans laws on separation of school and church, the expulsion of experienced teachers on religious grounds and their replacement by young people brought up in the spirit of atheism and revolutionary ideology. The shortage of textbooks in the native language and the acute shortage of professional teachers remained key problems for German national schools throughout the period under study. As early as 1931, plans to convert all national schools to mother-tongue instruction encountered practices that hindered their implementation or made them unrealistic. In the case of the Germans, this was manifested in the lack of secondary and higher educational institutions for teachers training, and in the poor preparation of school graduates to enter universities. Publishing activities for national minorities were aimed primarily at producing propaganda literature, while the printing of textbooks was relegated to the last priority. Repressions on national grounds destroyed the advanced part of the intelligentsia and teachers. National schools of non-titular peoples were banned in 1938; German schools remained only in the ASSR of Volga Germans until the mass deportation of Germans. Because of the policy of Sovietization, the national school increasingly turned into a mechanism for the implementation of Stalin's idea of internationalization and was used as a tool for developing new consciousness, the center of atheistic propaganda

The article deals with the problem of post-war national education of Soviet Germans, attempts to restore the German school starting from 1957. The post-war resettlement of Germans in the east of the country determines the geography of the topic under study: the territories of Western Siberia and Altai, Kazakhstan and Kyrgyzstan. The prohibition of national schools in 1938, deportation during the Great Patriotic War, the special settlement , which lasted until the end 1955, — all this undermined the tradition of the German school, significantly reduced the level of literacy of Soviet Germans by that time. Reform limited 1957 consisted in attempts to restore only the teaching of the German language, it was not about the revival of the German national school. Language teaching was first introduced only in the primary grades, but it soon became clear that language teaching in general was needed in schools. The question of teaching staff was acute, there was a chronic shortage of teachers. A positive moment was the organization of the training of teachers of the German language on the basis of pedagogical schools in Altai and Kazakhstan, as well as the Omsk Pedagogical Institute. The first successes of the late 1950s soon gave way to stagnation, and then curtailment of the reform in the late 1960s. One of the reasons for the incompleteness of the reform in relation to the Germans was the retreat from the traditional pedagogical policy of the USSR, which developed in the pre-war period: since 1958, parents chose the language of instruction for their children. Having survived the deportation and special settlement , the parents were concerned about the future of their children, so they often refused the German language of instruction. The decline in national education in the 1960—1970s was a general trend in the USSR, by the early 1980s the number of languages in which teaching was conducted decreased from 46 to 16. A feature of the German school was the absence of teaching in German, only the study of German remained