Alexey Alekseevich Burykin

Languages Of Small Peoples Of The North, Siberia And The Far East In Dynamic Change Of The Language Environment Of Education

Burykin, Alexey Alekseevich

Problems of education for native peoples of the North of Russia recently attract the great attention on the part of experts. They were widely discussed in the special scientific literature, at conferences and seminars with participation of foreign researchers and discussion of corresponding experience of foreign countries. [1] In Institute of National problems of education in Moscow several years ago there were elaborated the Concept of development of education and the Concept of reforming of northern schools. [2] Today the attention to the history of development of education in northern regions becomes remarkable,[3] together with the same problem in national autonomies of Russia. [4] The reference to historical experience of education of native peoples of the North not only expands horizons of our knowledge of our own history and a history of individual sciences, it forces us again and again to analyze the committed mistakes, builds the events in their chronological sequence to see new relationships of cause and effect in a history of the Russian North and its population.

Really, we know, how many beautiful and solemn words were told about creation of the first textbooks of the native languages, about the activity of the first writers from the peoples of the North. But let’s open the collection of verses of the founder of the Even literature Nikolay Tarabukin's written 70 years ago– and here is what we shall read there: “Having not gone by the way of my father, I became the new person; I have got off from a way shown by my grandfather, I have found Stalin's trace”, “Now I have grown fond of writing, I have gone on a trace of Maxim Gorky, I began to walk on a paper, to make reading to others”; “Now I am hunting on paper, I like to write, I have forgotten my squirrel hunting, I have seized the pen, I have have grown fond of writing”.

Isn’t it so, that at once after it has been written, as well as later, and nowadays the founder of the literature has very many followers who, having mastered the letter, do not go more on way of the fathers and grandfathers and which prefer to hunt on paper? As it appears conformably to what the ethnographers and ethnosociologists say and write about culture of native peoples of the North, but in fact it becomes terrible. But still it is possible to find examples of how education and the education presented professionally and with the best intentions, rendered destructive influence on a traditional society of peoples of the North much earlier. Right at the end of XIX century among the сhildren Knanty and Mansi the desire or unwillingness of pupils to go in school depend on thickness of butter on a school sandwich. [5] Surgut administrator G.A. Pirozhnikov (1869-1963), has left in his memoirs the notes about the activity of one of the first teachers G.M.Dmitriev-Sadovnikov who had started to work in 1904 in Khanty village Larjak. The teacher has asked to the Khanty schoolboy - a question “Who do you want to be?” - and he heard the answer “A clerk” [6]. It means, that the problem of changes of cultural values among the indigenous population of the North was designated and became actual at once after occurrence of the first schools and it is not at all acquisition of our days.

Discussion of problems of mastering and using the second language at bilinguism should be begun with what is not usually done either by the linguists, or by sociologists, or especially teachers – from the analysis of bilinguism in that language environment in which schoolboys and students grow, are brought up and trained, and to continue, examining that in essence was never done at discussion of problems of bilinguism, switchings and changes of codes and conducting of languages up to endangered conditions on the eyes of one generation – the problems of the linguistic biography of modern young representatives коненных peoples of the North up to age of 25-30. By the way, despite of all attention to problems of switching of codes concept of the linguistic biography, allowing to describe change of codes and change of relative activity of using by different codes in usage of the individual during long time has appeared in use rather recently and has entered his(its) one of the most prominent domestic linguists of our days Vyacheslav Vs. Ivanov. [7]

Bilinguism as the phenomenon of language practice as everyone knows, is the obtained quality of the language person, and this quality should have any forms of motivation and support. Trilinguism or polyglossia are the qualities which are obtained by the language person as a rule as a goal, due to purposeful actions. If the child in the childhood adjoins to two different languages, he has experience of acquaintance to the second language and gets any skills of using two languages (or using the second language) bilinguism such child or children's collective in which he grows and it is brought up, can be attributed to two differing kinds – they are communicatively initiated bilinguism, or educationally distributed bilinguism.

Communicatively initiated bilinguism, or communicative bilinguism, so to say, “spontaneous” nurseries bilinguism, arising from need of children with different maternal languages, to mutual dialogue, much to our regret, can depart in the past unexplored as a linguistic phenomenon as conditions for his(its) occurrence and maintenance for the most different reasons in Russia disappeared from public practice. It in any measure can be supported at preservation of maternal language in family dialogue and use of other language in dialogue outside of family. However it is clear, that for appearing and spreading of bilinguism of such type among the children the age of children is not essential – children can start to master the second language simultaneously with the first one – and this type of bilinguism does not get a local binding for realization. That is important, that bilinguism of this type by way of its distribution to collective differs very little from the same communicatively initiated type of bilinguism at the adults, compelled to use to two or several languages. Means of maintenance of skills of such bilinguism, no less than the factor of its loss, is presence of the speakers of another language, the language environment with active practice of unmotherly language. For the further statement and for understanding of the processes occuring in the multilingual communicative environment, what is extremely important, that bilinguism takes place in the various age environment and such type of bilinguism at children is supported by various age character of the language environment. In their mastering unmotherly language children are guided by adults who use the same language even in more active form, than children. In many cases communicatively initiated bilinguism is educationally supported if bilingual children study the second language in educational institutions with a sufficient degree of quality. Using the figurative form of expression, it is possible to tell, that communicatively initiated bilinguism is a constant game of children in adults, such game, what is the most perspective social model of behaviour and adaptation of children in society.

Educationally distributed bilinguism, or “educational” children's bilinguism, as against communicatively initiated bilinguism, has strict attachment to the certain age – or it is age of receipt in the first class where maternal language and the second language are studied, or it is age to which on conditions of the school program the beginning of studying of foreign language is stipulated. [8] This bilinguism, as against communicative one, has age borders not only in the relation of “the starting point” of bilinguism and that social locus which is its source (an educational institution), but it has age borders as “a finishing point”, conterminous with the termination of teaching of language (for many languages of small peoples of the Russian Federation it is primary school, for the some people-5-6 or 7-8 classes of secondary school, for foreign languages – the graduation from secondary school). Here it is possible to abstract from a problem, whether provides training to this or that (first of all “native”) to language inculcation of communicative skills and a corresponding level of the language competence. Here that “educational” bilinguism, bordered with the limits of an educational institution and having the basic form of realization the inhibited form of dialogue of the teacher and the pupil, makes such bilinguism a special role game which in essence does not find support outside an educational institution. The curriculum by virtue of any specificity (insufficient intensity, absence of orientation to active using language) does not allow an opportunity to children to transform investigated language (it is indifferent, maternal or foreign) in means of mutual dialogue, and the communicative stereotypes closing the language of minority in a role of a school subject, limit its functions in society. There are formed the following stereotypes in relation to language: the language taught and learnt in 1-4 classes of school is a “children's” language, the literature in it is a literature for children. On such stereotypes there is kept not only an educational policy, but also a publishing policy, and it is equal also the social order for the national literature as the cultural phenomenon. If communicatively initiated bilinguism it is supported by various age collective, the educationally distributed bilinguism is supported only by collective of pupils and by that turns to a marker of social and age groups, groups of a temporary condition, group of a passing age condition, and it is very important for all that will be discussed further.

Using figurative names, it is possible to tell, that educationally distributed bilinguism is also a game, but role game inside children's, school or student's society in which the teacher takes part. It is role game and for the teacher who plays the teacher, instead of playing Chukchee or Evenki, even if he is Chukchee or Evenki by nationality. It is role game for parents in which they are spectators, visitors of buffoonery, [9] participants of one of types of actions who are represented with the language communications of biliguials. The main specificity of this role game of children studying second language, especially the native language in educational institution – that they, playing this game, stay in a temporary condition of any language playing studying, and the status of the user of this language also is temporary - the pupils know, that they will leave this game when will leave school or when studying of this language will end according to the program and personal experience of the senior brothers and sisters.

Everything told above opens one feature of the language policy getting to us in the inheritance from the former USSR and feature of an educational policy in application to the languages of peoples of Russia and the former USSR. According to bases of this policy, using languages of small peoples of the North of Russia and other regions was considered as a temporary condition, a certain transitive condition of a language situation inside the socialist or precommunistic state. In the development of strategy and decision-making native peoples as the sight at languages dominated over becoming obsolete phenomenon not having any prospect, and as supervision shows, these sights were sounded and in this or that form were being put into practice not so much from the top of a legislative level, and from an average link – from a level of regional both regional structures, and even some known experts stated the same sights (to tell the truth, passively, at a level of ascertainings).

Here this idea of “temporariness” of using the native language or its studying in an educational institution (what is one of forms of using language) presently exists at all levels and in all spheres: training on the native language was conducted with the stipulated transition to Russian, training to native languages was entered and conducted with caution on correction or a cancellation, the pupils understand, that sooner or later adults will stop to train them their second language, and very well know, that everyone studies this second language at school and anybody whom they see constantly, does not use it in life. The native language is not spoken either in books, or in films,10 on TV, and by radio during short time transfer news to adults. It is possible to be confident, children before adults have understood a simple thing – using native languages of native peoples of the North is such condition which is typical of temporary social groups irrespective of age of these groups. Pupils of schools, technical schools and the high schools, studying the native language are also temporary social groups by definition. Inhabitants of national villages are also temporary social groups who aspire in the regional centers with the mixed population where the native language does not function. Even the pensioners coming from tundra and a taiga to live in small settlements, to the greater measure start to adjoin to Russian and to use it, rather than when they lived in tundra without leaving it. Children perfectly see that no school principal, no engineer, no militiaman, no head of village administration has started talking in their native language.

We shall not discuss here a problem why pupils experience concrete difficulties with studying this or that native language in 3 or in 5 class as well as this or that problem of grammar or group of any words. To this it is necessary to come back each time while compiling new programs and preparing new textbooks. We shall be engaged in as far as coordinated curriculums under native languages and the communicative environment in which there are pupils during non-school time with each other are and which brings up at the child or the young man of representation about value of learning language, its communicative potential. It is well known, that in national villages one part of pupils lives in families with parents and other relatives, other part stays in boarding schools. The characteristic of language situations in which there are pupils at family support of the investigated native language and without family support of the investigated native language, having different age, is submitted in table 1.

Table 1

The given table allows to highlight well-known fact, that children's collectives of preschool and early school age, a contingent studying the native language in preschool establishments and an elementary school, are non-uniform by way of support of the native language and are in different qualities of the language environment of functioning of the native language. The same thing is marked and for average educational institutions for which fairly corrected – than higher is a level of the educational institution, the bigger becomes the remoteness from the language environment and its transformation in special “a language microfield”, such microfield where the native language either is absent at all, or it exists only in demonstrational function, that not only does not bring up the communicative skills, but also reduces its prestige. It is especially expected in the conditions of exterritorial location of the educational establishments. From the table it becomes clear, that in educational establishments there can be both languages, the native ethnic language and Russian, but the role of them is various in different age groups and in different territorial groups studying the native language. The same table can show us, what occurs to a language environment of the same pupils at their transition from one age and educational category into another ones, that is the given table allows us to see “the linguistic biography” of young representatives of native peoples of the North of the Russian Federation in its not numerous and almost uncontested variants.

As is known, the educational infrastructure in regions of residing of native peoples of the North of the Russian Federation is rather non-uniform. In villages and settlements there are secondary schools (we shall not discuss here a question of initial and nomadic schools), in the district centers – secondary educational institutions (higher educational institutions in the regional centers like, for example, the Surgut University still are a rarity), secondary schools and a great bulk of colleges are concentrated in the republican, regional and regional centers. It means, that reception of college education and higher education is connected to obligatory educational migration – with change of a residence and the communicative environment, and and even the reception of full secondary education is quite often connected to same migration.

The correspondence of the different settlements having different language environment, and arrangement of educational establishments of a various level is submitted in table 2.

Table 2

Let us regard now the status of ethnic language in different educational establishments which can be located either in areas of residing of representatives of the ethnos speaking in the given language, or behind his(its) limits. Here the general picture of differentiation of an arrangement of educational establishments in territory of residing of ethnos, in the close diaspora where there are usually average educational institutions, and outside of territory of residing of ethnos where the majority of high schools settles down, is submitted in table 3.

Table 3

The given table shows the unequial status of the native language in different educational institutions depending on their arrangement – in territory of residing of ethnos or outside its limits. The Levelling of an educational grade up to general secondary education strengthens the break between those territories where teaching the native language is provided and where at the same time there is the communicative and cultural environment supporting language even in its passive form, and those territories where such environment is absent. An idea that pupils should study their native ethnic language in conditions of its maximal approximation to the communicative reality and in conditions of such language environment, which is close to the various age environment of adult users of language (that is to the high-level environment of functioning of any language), does not require a substantiation, however in educational strategy the necessity of non-educational supports for the native language at a communicative or cultural - background level still is far from being always realized.

Here there is everything all on the contrary concerning a reality even because those ones who form an educational policy for the North and who operate the educational structures, do not see the changing reality. If in 1930th years there was a task to attach young representatives of native peoples of the North of Russia to Russian (in fact to Soviet) culture and to Russian language, that is as we should tell now, to russianize (on language) and to sovietisize (on ideology and culture) with education, and for this purpose from it was desirable to take out northerners from the North and to support artificially and specially the educational migration. Today all is just the other way around – educational strategies for the native peoples of the North are directed on familiarizing of aboriginals with the native language and traditional culture. And for the decision of the given task they still take them out to Saint Petersburg to Russian State Pedagogical Institute named after A.I.Hertsen where there is no language environment, and the cultural environment cultivated by theatre “Polar lights”, evolved of former student's ensemble, shows the worse samples of regional so-called “Northern” cultural substitute.

Nobody demands that for the Evenki of Yakutia in an educational institution one recreated the language situation of Iyengra was, for the Evens – the language situation of Chokurdakh, Nizhnekolymsk or Beryozovka, and for the Yukagirs – the language situation of Nelemnoye or Andryushkino, but the fact that the language situation of Yakutsk is more in harmony with the language environment of the future experts, than a language situation of Saint Petersburg, does not need in substantiations. [11]

As it is known, the educational level in the different social groups after the graduation from high school inevitably appears very various, and if before language environments in age groups were more or less homogeneous, after the graduation of high school young people, getting in different social and professional environments with different balance of representatives of own ethnos and the newcomers, appear and in different communicative environments. Here the educational level and process of continuation of education directly causes the character of the attitude to the native language and using the native language. Simultaneously exterritorial character of an arrangement of educational institutions continues to affect in absence or necessity of educational migration. The correlative characteristic of one-age groups of representatives of ethnos with a different educational level and “an educational condition” in which the relation of pupils to the native language and various language roles of representatives of one age with identical is reflected or (after 17 years) with a different educational level as their user characteristic, is given in table 4.

Table 4

This table gives the answer to a question how the user status of native languages at young generation varies depending on the education received by them and an educational level. It appears, that than higher is the educational level. The lower becomes the user status of language and the using language gets the more passive character, also it shows what occurs to native languages during reception full secondary or higher education by the speakers – what amount of modes of change of codes should be gone through to the schoolboy and the student before he will receive the high school diploma. The model age and educational dissociation of the user environment of native languages of the peoples of the North, represented in the given table, operates in more than 50 years making already at least, that is already grandfathers and grandmothers of present schoolboys and students - native northerners have passed through it. What do we want from them concerning a level of knowledge of the native language, a real estimation of its status, the communicative environment in which they are now? In fact the present results – the narrowing of functions of native languages, the breaks in using it inside “the linguistic biography” of speakers, the constant dynamics of a social environment determining orientation not to the ethnic or regional language (for example, the title language of an autonomy), but to the language of interethnic communication in a combination to poor training of language –these are the derivatives from social policy in northern regions, from a national policy and first of all the policies in sphere of education for the native peoples.

With reference to our situation the introduction of facultative training of the native languages in the high school, being practiced since 1990th years for northern languages, is similar to the worse script of studying of foreign language which is taught with organizational breaks, without the necessary complete set of manuals, with absence of special preparation at teachers – and without the responsibility of educational bodies of two levels: regional and regional - for results of training to language. This experience has shown that any break should not exist between training the native language in primary school and training the native language in secondary school. What is less malicious – teaching the native language from 1 to 8 class without training it at 9-11 classes or teaching the native language from 1 to 6 class and again teaching the native language at 10-11 classes – it is difficult to tell with definiteness.

There are also some objective complexities in this problem. At the native peoples of the North there are very few such autonomies where only one language is represented, for example, Nenets autonomous region. In Khanty-Mansiysk territory there live Khanty and Mansi, in Yamal-Nenets territory besides Nenets there live Khanty and Selkups, in Dolgan-Nenets territory in Taimyr – Nenets, Enets, Nganasans, Dolgans and Evenki, in Evenki territory – Evenki, Kets and Yakuts, in Chukotkai – Chukchees, Eskimos (speaking three languages), Evens and Chuvans, in Koryak – the Koryaks, Evens and Itelmens, in Yakutia – Evenki, Evens, Yukagirs and Chukchee (last three peoples in one Lower Kolyma ulus), in Khabarovsk territory – Nanai, Ulchas, Udehe, Oroches, Negidals, Evenki, Nivkhs, on Sakhalin – Nivkhs, Oroks and Evenki, in Tomsk region – Khanty and Selkups. On any of the named territories, except for Yakutia, there is no such language which really would carry out functions of regional language of interethnic dialogue or would be unique title language. In this situation the contingent of pupils really turns out to be polyethnic, that, naturally, has in itself an adverse effect on positions of their native languages. This problem could be solved with the help of intellectualization of technologies of training to native languages, but for the decision of this problem something objectively does not suffice among teachers and methodists.

Any costs of social policy, mistakes and the miscalculations of unreasoned national policy committed in previous decades, could and can be compensated in relation to languages by effective training of these languages in preschool establishments, at schools, professional educational institutions and high schools. A learning efficiency to languages as to subjects – is one of the tasks of educational policy in any state and in any conditions. For the decision of this problem not too many conditions are necessary.

First, it is the systematic character of teaching the native languages according to inquiries – and not with abstract representations about requirements or the purposes of education, but according to those societies where graduates of schools, colleges and high schools will live and work,. Systematic character of teaching at a level of educational institutions consists of the continuity of teaching within the framework of the stipulated programs covering all terms of training and all kinds of educational institutions where native languages are taught, and of the level of the scientific and methodical organization – in maintenance of educational institutions not only uniform complete sets of manuals which are made nowadays during decades, and uniform packages of manuals which are developed and issued simultaneously or uniform collective, and, that is rather desirable, under supervision of one editor-in-chief of the complete set at his personal responsibility.

Second, it is continuity in training the languages, for what both authors of textbooks, composers of programs, as well as the organizers of educational process in regions should respond.

Third, it is the provided and controllable teachers’ discipline providing quality of teaching work with pupils.

Fourth, it is the most rigid discipline in authors’ work on manuals – in maintenance of teaching with necessary complete sets of manuals and the edition of these manuals both at local and regional level, and also in an estimation of efficiency and interchangeability of inefficient or out-of-date manuals.

Fifth, it is maintenance of effective retraining of teachers of native languages and preparations of methodologists under native languages which sense consists in activization of using by languages in the pedagogical environment, overcoming of stagnation and inertia in educational process and in elementary научении teachers and methodologists to work on a spelling of textbooks and the manuals of new generation adequate(answering) to new educational problems(tasks) and new qualities of a language situation.

Sixth, it is depersonification of the administrative dialogue in both directions – as from below upwards, from teachers and regional administrations to structures of a federal level, and from top downwards, from the ministry, from scientific institutes of system of the Russian Academy of Science and the Russian Academy of Education, from federal publishing houses to regional structures. It is not a secret for anybody, that the accepted decisions and in particular the decisions on financial support are carried out not on the basis of expediency, but on the basis of maintenance of the concrete person – concrete Petrov or Porfiryev, that one who takes a corresponding place, and not that one who is capable to solve or solves a task in fact, who is necessary on the given place. There are bases to believe, that means for the edition of manuals are allocated from the regions not for this or that necessary manual, but for the existing works of concrete authors – anyway, it is being observed and publishing workers think so.

In the cpntemporary conditions everybody has already got used to concept of the complete set of manuals of the native languages of peoples of the North, however existing complete sets grow mainly in a quantitative sense, concerning number of manuals without change of level of training the language, that means they are being compiled for the same primary school. Among them there are such kinds of manuals as thematic dictionaries or picture dictionaries – what is very simple to make on the basis of available dictionaries even of the educational level. However nobody estimates linguistic quality of these dictionaries, and especially the efficiency and necessity of these dictionaries for modern educational process. Experience shows, that instead of two or three such dictionaries it would be more expedient to release one more edition of the bilingual educational dictionary for primary school which on our eyes become scarce in the regions of teaching of languages. The same is possible to tell concerning such manuals as grammatic tables – drawing up such tables for educational process is in fact special science and technique, and a lot of issued tables which were operatively prepared by familiar authors, quite often originate from available grammatic descriptions or it is worse than that – from ready tables on any other language, manuals of this genre can be difficult even for teachers, and appear inaccessible for pupils at all. The edition of such manuals turns out to be put on the conveyor, what doesn’t provide for the educational process, but serves to the authors’ ambitions. Among the editions of manuals for schools still big place is occupied with the reprintings of earlier textbooks having only cosmetic completion which does not provide the conformity of lexical structure of textbooks with requirements of teaching technique, creation of intelligent prospect in training to grammar, an opportunity of training to a spoken language, for a long time becoming with the important problem of school training.

To show, what absurdity is reached with work on the manuals on northern languages today, we shall give three examples. In 2001 The Institute of the national Problems of Education received the manuscript of Russian-Yukagir dictionary for Tundra dialect, which was signed as work of L.V.Kurilova, and desided to publish it. At its editing it was been established, that this dictionary was identical to Russian-Yukagir dictionary for the Upper Kolyma Yukagirs made by V.K.Spiridonov, which was issued by means of the multiplying device and eventually has been published in printed edition in Yakutsk in 1997. [12] Several years ago there was represented to the Federal Advisory Council “The Chukchee-Russian thematic dictionary” as a work of V.G.Rakhtilin, and this manuscript appeared completely identical with the book of G.A.Tegret “Traditional lexicon of the Reindeer and Coastal Chukchees”, issued in Anadyr in 1995 and absent in all libraries of Saint Petersburg. Only after some processing this dictionary has been issued.[13] At the same time on consideration of Federal Advisory Council there was presented the Even alphabet in verses, sent by the teacher and methodist U.P.Tarabukina, this manual represented a product made on a sample of “The Cheerful Even ABC”, written by the author of this report in 1992 which has been published in several variants in the Chukotka territorial newspaper “Murgin Nutenut” and was distributed in copies personally by the author. [14] The pale imitation of our text, containing only 350 words (that is on the vocabulary structure unsufficient even for 1 class) and having direct loans from other author's work (words, lines and one text), nevertheless has been issued. If someone from interested persons (all persons named above are the representatives if native peoples) desides to commit such actions – the position with the authors’ staff for the manuals of the native languages of peoples of the North leaves to wish much best.

The textbooks for pedagogical colleges and for the higher school are the theme of special conversation. Now we have textbooks of this level on the following languages: Nenets (4 editions), Evenki (3 editions), Even, Khanty, Mansi (3 editions), Koryak, Eskimo (3 editions), Selkup and Nanai languages. [15] As textbooks for pedagogical schools are effectively used and in high schools, and there was no textbooks for pedagogical colleges for two last languages, we do not oppose here two different types of textbooks. The most part from them are theoretical rates which replace “the academic grammar” if it does not exist or became a rare book, but which cannot support skills of active using the language (in some cases the first editions can be considered more useful than the last ones), and manuals of lexicon exist only for Eskimo and in any measure for Khanty language. Such state of affairs necessarily puts managers before a dilemma – or to achieve creation of necessary textbooks at any cost in the necessary terms (“yesterday”), or to brake process of teaching of languages, that we notice current for many years in many regions. The palliative measure here is the selection of of such teaching personnel which can manage in the study without manuals – we observe something like that for many years in Yakutia with the Even language in pedagogical colleges and in the University, we see the same in Chukotka with Chukchee language in pedagogical college, we see all this in application to almost all languages within last 30 years in Russian State Рedagogical University named after Hertzen, where absence of a full package of high school manuals of languages of peoples of the North serves as excellent means of protection of administration and working teaching structure with giving them the status of “irreplaceable”. Only very narrow circle of people can conduct teaching of languages if there are no textbooks in these languages – and the same circle of people in different forms and interferes with writing textbooks for these languages.

It is also necessary to tell that we hear already for a long time many conversations that the textbooks of native languages have many lacks – but anybody, with rare exception, does not try to show these lacks on a general review as the language facts. Meanwhile even on one of languages these facts make rather impressing picture,[16] and at once there are answers to eternal Russian questions “who is guilty?” and “what to do?” as well as it becomes clearwho and what should do for change the state of affairs. Why such analysis is not done on materials of complete sets of manuals on all other languages – it is not clear, but in general it is clear, that its results are unprofitable for authors of textbooks, and so, for someone in the regions, and also for publishers, hence, for someone in the federal center. There is also one more reason interfering carrying out such researches – for to analyze the language of textbooks, it is necessary to compare this language to language of any other texts or with the language on another, not an educational level of knowledge of this language. Such researches could become the basic for dissertations on linguistics and on the technique of teaching of languages. However such condition of knowledge of investigated language at sufficiently high level in a reality is not carried out too – the experts, who are capable to cope by similar problems, are few. Ambiguous position between the academic science and practical work with manuals,17 which occupied domestic linguistic Northern studies in XX century, induces to recollect a proverb “When blind conducts blind, both fall in a hole”.

Coming back to the plots planned in the beginning of our article, we shall repeat, that studying of any second language in the educational environment is a double role game. In normal conditions of studying of the second language the pupils mastering English or French languages, play those who speaks English orFrench language – and thus is unimportant, they play speakers of native language or speakers of foreign language.

In paranormal conditions, what means in conditions of the Russian North of last five decades, pupils of schoolsplay those who studies Evenki or Chukchee language, or the best case in those whosometimes, off and on, speaks the Evenki or Chukchee language. School training of the native language in conditions of the limited communicative potential of language not only creates the effect of temporariness in using the native language, in comparison with all other kinds of application of language it brings up and repeatedly strengthens the publicity of its use, it imparts skills of application of the native language in the “demonstration” mode, it forms representation that the native language is the language not for himself and not for the other speaker, it is the language for the third observer, for from the encouragement for using the native language is expected. School training as any other form of language practice also creates requirement for encouragement of using this language – if it is not good estimations at school, it means any privileges, for example, at employment on a post when people fall outside the limits of school, and the most important privilege – hors concours or preferential receipt to high schools.

Let's emphasize - that an educational policy, and in the recent past – social policy transforms the native language into some kind of a marker of temporary social group, whether it be a school class in primary or secondary school, or student's group, just and renders the most adverse influence on an arrangement of language in system of cultural wealth – the young man understands, and it is actively inspire to him, that he will part with his native language upon termination of a rate of its studying. Even at the future teacher of the native language this language will have the same qualities, as chemistry or geography, for the teacher of chemistry – still is not the chemist, and the teacher of geography is not the geographer. It is impossible to equal teachers of native languages of peoples of the North with teachers of Russian language and Rusaian literature, for teachers of Russian and literature speak Russian and read in Russian, or to compare them with teachers of foreign languages because these teachers are capable to translate something. The teacher of the native language can teach only the native language, and it is more preferable - with familiar textbooks. If earlier students often played part of translators of fiction into their native languages, nowadays the practising teacher does not undertake it with the experience even acted. It is indicative, that all teachers, including those who work in the higher school, try to separate themselves from all forms of work with traditional folklore, both scientific and methodical, what is quite clear – the work with folklore, especially sounding, demands such language competence what is already unattainable for teachers.

For other part of society of northern regions, including visitors and for many researchers the languages of small peoples it is unfamiliar, mysterious, alien, but in practice already in essence virtual area of “mentality” and culture of ethnos, where they have no chances to penetrate any more. By the way, such position is a product of a national and educational policy too – and today it creates the negative motivation for development of languages of indigenous population of the North by those who could really, practically, instead of virtually, to fill up number of their active users, those who can be named “carriers” even if they carry two - three tens of words.

In such conditions the native languages of aboriginals of the North in school training turn from the means of dialogue, means of storage and translation of culture and ethnic marker (in modern conditions – ethnoterritorial marker as the diaspora does not speak the language) – what language by the nature is called to be an ethnosocial marker. The native language in that quality in what we can observe it in modern northern regional educational system is the language which adult people studied (from not remote time up to Past Perfect, but studied temporarily) at school and which became the fact of their irrelevant, passive part of the biography. Language is a marker of the former age condition of the individual, only projected in the present, instead of accessories to one of capable generations of ethnos (that is not so ethnic marker true), is an attribute of a condition of culture, correlative with a previous condition of ethnic culture, instead of with its modern life. Here whence at authors of manuals nostalgic experiences about their childhood, here whence variations of the name of manuals on the traditional culture, stacked in something like “Lessons of ancestors”. For teachers and methodologists it is a professional characteristic, a subject of professional skill and nothing more than that.

There are those or other exits out of any situation. There are they also in application to the existing state of affairs with teaching native languages of native peoples of the North of Russia.

In the Russian realities at all times everything is exclusively conservative. The language practice in application to sphere of education, in the field of training teachers and editions of the educational literature, and representation is conservative and the same can be said about such practice which determines the activity of administrative personnel and operates in sphere of dialogue of local authorities with educational structures, and ethnic priorities in a federal and regional policy which today remain the same, as 40-60 years ago when the national staff were considered as the main value, achievement and sense of this policy. In an educational reality still it is kept, and it is kept not intelligently and as result of action of inertia, an old priority – in Russia they very well (rather well, certainly) teach the first language (for the majority – Russian), and very bad – teach the second language, without dependence whether there is a speech about foreign language, or about the second native language, whether there is a speech about foreign language, or about the second native language (it means the ethnic language) or about title language of an autonomy If the conversation on reforms in teaching language, comes before those: who are responsible for it, there appears the problem – how to find a way of the decision, cardinally changing nothing. However it is impossible. As it is known from language practice of people: owning more than one language – well learnt second language is not lost even at absence of the communicative environment for at the certain technologies of training the language such language possesses independent value. The Latin language is dead for a long time and is studied only by philologists of some specialities, but it is remembered in any volume even by pensioners. Why Mansi, Evenki or Koryaks cannot master their native languages with the same degree of stability of knowledge?

By way of preservation of integrity of language collective and the language environment, soft gradual changes of a traditional facilities(economy) of peoples of the North in due time adapting them to contemporary conditions could assist in regional scale to preserve of native languages. But, apparently, that for this purpose the time, first of all time of transformation of society of native peoples is missed. Contrary to the marxist doctrine, this society was transformed much faster than the economy of regions where the native peoples of the North reside.

Nobody will argue that the base of maintenance of language in an active condition is rather homogeneous in a quantitative sense various age collective of users of language, and in an ideal – polyethnical collective of users of language. [18] Such collective already is not present in society of native peoples of the North which represents ethnos and its territorial groups. The educational policy promotes its further deformation, in quantity of grown-ups, “teachers” there should be less than youngers, and actually they are more numerous than youngers. The educational policy getting to us in the inheritance from Soviet times, closes the learnt language inside ethnos, hanging on it a label “native language”.

The condition of development of new textbooks on the languages of native small peoples of the North of Russia is those, that it reflects and reproduces defects of a language situation, creating favourable role games for authors of textbooks, and aggravates these defects, bringing up biases against the native language and promoting anti-mastering of language and its further loss. It is favourable.. to teachers if they do not know the native language as follows, that textbooks under native languages should not vary, and it is favourable to publishers, that textbooks and complete sets of manuals were republished without significant innovations.

The language policy essentially cannot be shown to training the language, it is the policy determining functioning of language in all spheres of the communications and environments of users. Data on a language policy concerning the languages of native peoples of the North of Russia to regulation of teaching of these languages at school and preparation of teachers, that is bringing down of a language policy up to one of directions of an educational policy, or to the educatization of language policy, that is a binding of languages of minorities to activity of primary and secondary educational institutions, are adversely reflected in functioning of languages. It promotes the stereotypification of all forms of using the ethnic language – from strategy of use of this language up to different types of documents and texts in this language. Texts on the native languages of peoples of the North, first, wander from one book in another, from one textbook to other textbook. Second, these texts frequently also are written only for schoolbooks of the native language or books for reading in the native language at school. Thirdly, manuals under native languages create effect of self-sufficiency and sufficiency: if there is a complete set of textbooks – other complete set is not necessary, if there is a bad ABC-book – the good ABC-book is not necessary, there is a bad dictionary – the good dictionary is not necessary, if there is no ABC -book and the dictionary – even bad one will be useful, but that it is no more of one, without alternative … the Alternative principle of development of textbooks for the native languages of peoples of the North is declared, but in fact it does not exist, for the top is taken by corporationism of authors and methodists, and there is a weight of ways of protection against the competitors coming in this field of activity from the outside, from science about languages or ethnography.

The educatization a language policy and the educative stereotypification of language activity as its private display not only are useless, if not directly harmful to training the languages. Such direction of a language policy leaves without support the native language in the environment of the senior generations without whom the preservation and development of language is impossible. The concentration of all attention on training the language of younger schoolboys in conditions of the collapsing language environment of any language means half- paralyzed condition, this is the destruction of language, this is the suicide of language in the senior generations. Therefore for change of a situation and maintenance of successful teaching of language in educational institutions external amplification of support of taught language outside educational institutions, in a public life and spiritual culture of regions is necessary. The school and other educational institutions themselves unequivocally do not support the preservation and the revival of the native language – in the environment of pupils, who are brought up at “Lessons of ancestors”, in the pedagogical collectives writing these “Lessons …” at their city offices and apartments. We shall note – neither there, nor there though it is accepted to think on the contrary, and such sight at a subject is widely propagandized, that ostensibly true keepers of native languages of aboriginals of the North are graduates of pedagogical universities and institutes, and their pupils are the future carriers of the languages Figuratively being expressed, the educatization of developments of the languages of native peoples is a language policy at whom the native language have been driven in school, at school they have exhausted carbonic oxide and have carried away to cesspit – as it is being done in villages and settlements with old and not so old but unnecessary school textbooks in northern languages, that we know well, and what Jury Rytheu in his story “Unna” has reminded us once.

The idea, that studying of native languages can be successful if it coordinates with the related subjects connected to traditional culture of native peoples of the North and if these disciplines are present at the school program, is actually the dangerous illusion. Really, anybody from children does not learn and will not learn native Chukchee or Even language, going to become the reindeer breeder – they will learn these languages, becoming reindeer breeders at will of destiny, that is in our conditions, having not found other place in a life for themselves.

In this connection it is necessary to tell and that artificial pedagogisized restriction of volume of knowledge of the traditional ethnic culture, transmitted to rising generation, harms to this culture either in the environment of pupils, or in the environment of methodists. Imagine, what any teacher or the teacher would leave from all riches of Russian folklore one “Chicken Ryaba” - in what position we would appear? And with northern folklore just it also is done(made) within many decades, there only and have remained 30 different Chickens Ryabas, the small amount of texts - anything, except for 5-6 children's fairy tales because no other folklore texts are reproduced (besides basically for school) outside the environment of experts on folklore is republished and is accessible very much.

The problem of ethnization or ethnical orientation of education is very actively discussed in the scientific and pedagogical environment which is connected to a professional training and educational strategy among peoples of the North and partly for national autonomies of Russia. On this problem there exists the volumetric literature with reference to peoples of the North and to a number of concrete educational institutions where the main ideologists of ethnization of education operate and which specialize on ethnic education for last 10 years. [19] This problem in a number of other problems is especially actively discussed on different sorts of anniversary conferences at the presence of representatives of peoples of the North. [20] We have no opportunity to survey all written – we shall simply send all interested persons to the available printed matter, but it is necessary for us to pay attention that is well-known on an operational experience similar educational “reservatives”, created on ethnic, confessional or ethnoconfessional basis – the more ethnical is education, the worse it is. Education– from initial up to the supreme – is superethnical by its nature as a cultural phenomenon, moreover – the higher is its level, in the greater degree there is shown its metaethnic character, and the education does not forgive violence over the nature. The same concerns the language component of education– a simple example: the person knowing 10 languages is capable to keep in touch with representatives of 10 ethnoses and if among languages he knows, there are languages of interethnic dialogue, number of the ethnoses open for him grows even more. Who and when in the USSR, and the main thing – what way has established, what the person, except the native language can just know one language quite well, and one more two – worse than the first one? It was done by those who did not wish high-grade interethnic dialogue, by those who have given to interethnic relations the character “interethnic discipline” controllable from the outside. It too relates to a policy from which everybody suffers … Besides the motivation of ethnization of the educations by necessity of formation of interethnic tolerance substitutes education by good breeding that has obviously an adverse effect on quality of education (more. the education of tendentious character for notorious tolerance is far from reciprocity).

Foreign experience of educational policy for ethnic minorities in application to Russian native small peoples of the North, as it is regrettably to recognize, becomes useless – not owing to a difference in economic or political realities, but owing to a deep difference in cultural wealth of minorities in Europe or America and in Russia. The representatives of minorities in Europe including immigrant minorities, do not dream to leave their places. They see the preservation of their identity in their native or historical language, but not extremely in other attributes of ethnicity. Ethnic minorities in Europe and America are guided by use of the language in the communicative purposes inside their society, their communicative strategy has relatively closed intraethnical or, on the contrary, openly assimilatory character, but not that dialogue character what we have at small ethnoses of Russia. At last, the most part of ethnic minority abroad do not want to be “native”, and nobody wants to be “small”, while for peoples of Russia in these two words there is condensed the sense of their life.

The decision of personnel and conceptual problems is not included into the tasks of researchers, it is a prerogative of administrative and administrative structures. But we have the right and we consider the debt to recognize one obvious thing – while from all high schools, preparing the staff on main subjects for schools of the North in the Institute of peoples of North of RSPU name after A.I.Hertsen will “be untwisted” like in the past, only Institute of peoples of North, and the director of this Institute will be the one whom they designated to be the head of dancing collective “Polar lights” for the big dancing abilities, and the main expert on culture of peoples of the North will be the one who was engaged earlier in ideology in music,21 it is difficult to expect changes to the best in high school pedagogical education.

As an alternative to the existing state of affairs, and in particular, in quality of the most effective measure on harmonization of the language environment, on elimination of tearing the pupils and students from the language and ethnocultural environment during the training, only one thing can be recommended - the development of a regional educational infrastructure in areas of residing of native peoples of the North. [22] Today the representatives of native peoples should not fly somewhere for their education– the education should move to them. Creation of opportunities for reception of full secondary, professional and higher education in northern regions will remove educational migrations, it will allow to support integrity and uniformity of the language and cultural environment – so, it will solve the main problems, and development of effective manuals and programs together with a personnel problem will find the decision on places that will allow to strengthen the mental potential of northern regions of Russia repeatedly. Achievements in this direction of work are in the activity of the Nortern International University (Magadan), in Northern branch of the Yakut State University named after. M.K.Ammosov, the Surgut University, Yugorsky State University (Khanty-Mansiysk). Very interesting experience in this area is presented in Novosibirsk State University where there are organically combined the old traditions of the Siberian education, operating time in sphere of connection of schools, University and the scientific institutes, made in 1950-1980s and new ideas in the field of sociology and demography of education for the representatives of different ethnoses. [23] Principle according to which northerners should study in the North, and Siberians should study in Siberia, entirely justifies itself. First of all pupils and students in this case are not taken from that language and ethnocultural environment where they have grown and where they should live and work. Further, in northern and Siberian cities there exists totally other level of tolerance in relation to representatives of small peoples of the North which makes life of students on two orders more comfortable, than in other cities, and it is typical and of student's collectives, and for attitudes of teachers to students, and for a daily life. [24] At last, in this case the educational institution, college or high school, especiallu the University – forms and strengthens the positions in territorial or ethnoterritorial identity of their graduates, and it today appears much more important ethnic identity. [25] Notorious “Lessons of ancestors” force pupils to look in the past while experience of modernization of education without damage to ethnic and social environments of the North and Siberia which is carried out on eyes of students, induces them to see the future.

In a scientific and educational policy which is carried out in application to native peoples of the North by the postsoviet Russia, we still had in the inheritance of the past the same two positions adhered by those who develop thr strategy and tactics more often and who make administrative decisions. These positions do not exclude each other: but coexist with each other. The first position is a position of ethnic sufficiency: its supporters believe, that the decision of questions of development of the native language, ethnic culture, education, etc. should be solved by the representatives of the ethnos, its national elite who expresses the requirements of ethnos, and that there is no anybody than this elite who can understand given problems better.[26] However the ethnos lives not in space, not in vacuum and not in bank with spirit or formalin – the small ethnoses live among the majority which has their proper vital problems and number of such problems should not increase in the neighbourhood with other ethnoses. By the way, the evelopment of a regional educational infrastructure in areas of the North is profitable for all inhabitants of regions, and not only for the native peoples. The second position isa position of limited opportunities: those who occupy it, consider that in studying the important questions of languages and cultures of native peoples of the North, in scientific researches, in personnel structure a certain maximum, and the further problems achieve or are thought already not decided, or they could not be solved at present. In a science about languages of peoples of the North such sights are connected usually or to reassessment of own scientific importance and underestimation of potential of the following generation of researchers, or with corporationism at which competitors and colleagues irrespective of age and the experience of activity appear as not existing. This position is especially dangerous that it is connected to braking process high school and is especial for the special professional postgraduate training which at change of a scientific and administrative paradigm could cope with the decision of ripened problems and provide the further development of a science about the languages of native peoples of the North and education for these peoples. Therefore one of scientific - organizational problems in application to an education system for peoples of the North and northern regions is a drawing up of maximum full database of experts on the languages and culture of peoples of the North which would take into account actives and potential (both positive, and negative) everyone who continues to work and can work in the given sphere. The decision of this problem would allow to appear from an estimation of an existing condition scientific, pedagogical, and publishing in application to needs of education for the peoples of the North as limit of opportunities of scientists, teachers and publishers.

In conslucion we would like to pay attention to those cultural phenomena with which all should face at discussion of problems of development of languages and education systems for contemporary native peoples of the North of Russia. These are those phenomena which determine inwardness of ethnos and its reaction to any actions of experts or suggested administrative measures directed on the decision of those problems which are discussed by the representatives of these peoples. Many of these phenomena in this or that form (it is not direct, certainly) were sounded in printed form,[27] the others are observed at direct contact to representatives national establishments, naming themselves ethnical elites, or at the analysis of the statistical data. 28 We shall present these observations and generalizations as brief theses under the general name. We hope, that this material will promote continuation of discussion about educational strategy and development of languages and cultures of native peoples of the North with expansion of its subject and increase in quantity of participants and the organizations. So,

Twelve “Not” or what is not desirable by the contemporary representatives of the native peoples of the North of Russia concerning the native language, culture, education and science

1. The contemporary representatives of native small peoples of the North of Russia do not want, that the status of their ethnoses became attached to a level of knowledge of the native language and that the native language returned to itself the status of an ethnic marker;
2. They do not want to keep the native language in new societies and diaspora at a level of means of constant dialogue;
3. They do not want to change something in the education system and its personnel structure;
4. They do not want, that someone would write to them the normal textbooks in native languages and provide complete sets of textbooks on native languages;
5. They do not want, that the teaching of native languages has been top-level provided with qualified personnel. (it is better their own ones, than professionals);
6. They do not want to work in educational institutions with another's textbooks even if they are on two order better than ones what teachers and methodologists have.
7. They do not want, that teachers of native languages raised their qualification in a reality, instead of in formal organizational forms;
8. They do not want, that representatives of the visiting population spoke their languages;
9. They do not want, that the knowledge of languages of aboriginals among Russian-speaking inhabitants of northern regions was encouraged by territorial administration;
10. They do not want, that in northern regions there appeared constant Russian-speaking population, Russian-speaking experts are necessary for them, but they accept experts with the second-rank status of “visitors”:
11. They do not want, that languages and culture of aboriginals of the North were studied by the representatives of other regions of Russia, however thus they welcome their studying by the foreign scholars;
12. They do not want to create one-national families.

References

1. E.g. Khruslov G.V. Mezhdunarodnaya set' po prepodavaniyu rodnogo yazyka. Informacionnoe soobshenie //Obshestvo i obrazovanie v sovremennom mire. Sbornik materialov iz zarubezhnogo opyta. Vyp. 3. M., INPO, 1994; Nacional'naya shkola: sostoyanie, problemy, perspektivy. Doklady i soobsheniya nauchno-prakticheskoi konferencii. Moskva, mai 1994 g. M., INPO, 1995; Hruslov G.V. Prava men'shinstv v obrazovanii: shkola etnicheskoi diaspory. M., INPO, IRYaP, 1996; Mnogoyazychie i prepodavanie rodnyh yazykov. Materialy iz Flandrii, Anglii, Niderlandov, Germanii i Rossii / Pod red. S.Kroona i G.Hruslova. M., INPO, 1998; Obrazovanie kak faktor razvitiya yazykov i kul'tur etnich eskih men'shinstv. SPb., RGPU im. Gercena, 1998; Sovremennaya yazykovaya politika v obrazovanii (po materialam mezhdunarodnoi Rossiisko-Niderlandskoi konferencii 8-10 iyunya 1998 v g.Cheboksary), Cheboksary, Izd. "Russika", 1998; Yazyki narodov Rossii, problemy i perspektivy razvitiya. Materialy mezhdunarodnogo seminara. Elista, Respublika Kalmykiya, Rossiiskaya Federaciya. 10-16 maya 1999 g. Elista, 2000; Yazyki sem'i i shkoly / Pod red. S.Kroona i G.Hruslova. M., INPO, 2001; Obrazovanie i globalizaciya. Materialy Baikal'skoi mezhdunarodnoi konferencii 8-10 sentyabrya 2004 g. Ulan-Ude, 2004. [ back ]
2. Koncepciya modeli etnicheskoi (nacional'noi) shkoly dlya korennyh malochislennyh narodov Severa Rossiiskoi Federacii. M., INPO, 2001; Koncepciya reformirovaniya sistemy doshkol'nogo, obshego obrazovaniya i podgotovki kadrov iz chisla korennyh malochislennyh narodov Severa. M., INPO, 2001. [ back ]
3. Nacional'noe obrazovanie v Rossii:  koncepcii, vzglyady, mneniya, 1905-1938 gg.  Sb.  dokumentov / M-vo obrazovaniya Ros.  Federacii, In-t nac. probl. obrazovaniya, Ch. 1. 1905-1917 gg. M. : INPO, 1999. 456 s.;  Ch. 2. 1917-1938 gg. M., 2002. 312 s.  Gorodenko D.V. Prosveshenie narodov Severa: na materiale Hanty-Mansiiskogo avtonomnogo okruga. Nizhnevartovsk, 1997. Sevil'gaev G.F. 1) Narodnoe obrazovanie na Dal'nem Vostoke Rossii (XVIII v.-30-e gg. HH v.). Barnaul, 2001; 2) Ocherki po istorii prosvesheniya malyh narodov Dal'nego Vostoka. L., 1972; 3) Razvitie prosvesheniya malyh narodov Dal'nego Vostoka. Avtoref. dis... dokt. ped. nauk. L., 1972; 4) Osobennosti osushestvleniya vseobucha na osnove zakona o perestroike shkoly v nacional'nyh raionah Krainego Severo-Vostoka SSSR. Avtoref. dis. .. kand. ped. nauk. L., 1961. [ back ]
4. Pan'kin A.B. Obrazovanie dlya kalmykov (istoki, realii, perspektivy). Elista, 1997; [ back ]
5. Gorodenko D.V. Prosveshenie narodov Severa: na materiale Hanty-Mansiiskogo avtonomnogo okruga. Nizhnevartovsk, 1997. [ back ]
6. Takoi dalekii i takoi blizkii Ob'-Irtyshskii Sever. Surgut, 2002. S.33, 140. [ back ]
7. Ivanov Vyach. Vs. Lingvistika na poroge tret'ego tysyacheletiya. M., 2003. [ back ]
8. The problem of "educational" bilinguism, on our supervision, has and not up to the end the intelligent aspects connected to children's psychology. Objectively, studying of anyone of the second, including "maternal" language in the age of 6-7: provided by school programs, is late in relation to psychological opportunities of the child a little: which is capable to master the second language before this age. By 6-7 years the child has a communicative circle of dialogue, studying of the second language is as though intrusion into this circle, that at psychological or social impreparation (deliberate isolation from representatives of other ethnos, stereotypes of the negative attitude (relation) to other ethnoses, existing at adults and unpremeditatedly spread at children) creates conditions for the conflict to the teacher - native speaker and to language as a subject. The beginning of studying of foreign language in high school, practicised during Soviet times about 5 classes, that is from age of 11-12 years, falls at awkward age, the period of unstable mental conditions, that, in our opinion, repeatedly strengthens the negative attitude (relation) to foreign language as to a unnecessary subject: not casually anybody from teachers so did not suffer from mockeries of pupils, as "Germans", "Englishwomen", etc [ back ]
9. See this classification: Burykin A.A. Zametki k harakteristike yazykovoi kommunikacii bilingvov: ritual, spektakl', balagan i karnaval // Ritual'noe prostranstvo kul'tury. Materialy mezhdunarodnogo foruma. 26 fevralya - 7 marta 2001 g. SPb., 2001. S.274-277. [ back ]
10. By the way, in old Soviet film «Semero smelykh» [The Courageous Seven], left on screens in second half of 1930s years of the last century, in an episode the Russian chief of polar station spoke quite decent Chukchee language. For a long time it is discussed that scoring or making subtitres for cartoon films in the native languages is technically simple, but it is not done by anybody of the most zealous supporters of studying of native languages of peoples of the North. [ back ]
11. The international Polar Academy in Saint Petersburg also represents an ex-territorial educational institution for radical peoples of the North, however in it(her) are not taught neither native languages, nor traditional culture of peoples of the North, and in this case preservation of the language and ethnocultural environment is not necessary. [ back ]
12. Russko-yukagirskii slovar' / avt. -sost. L. V. Kurilova ; red. A. A. Kudrya ; M. : INPO, 2001; Spiridonov V.K. Shkol'nyi russko-yukagirskii slovar' / V. K. Spiridonov ; M-vo obrazovaniya Resp. Saha (Yakutiya) ; [recenzent i red. G. N. Kurilov. Yakutsk : [b. i.], 1997; Spiridonov V.K. Russko-yukagirskii slovar'. Nelemnoe, 1987 (printed by the multiplying device). [ back ]
13. Rakhtilin V.G. Chukotsko-russkii tematicheskii slovar': Uchebnoe posobie dlya uchashikhsya 5-9 kl. SPb., Prosveshenie, 2003, 125 s. Author is not specified on the cover. [ back ]
14. It is nowadays issued: Burykin A.A. 1) Veselaya evenskaya azbuka. SPb., "Drofa"-Sankt-Peterburg, 2002.-48 s.; 2) Veselaya evenskaya azbuka. Uchebnoe posobie dlya uchashikhsya 1 klassa evenskikh shkol. SPb., "Drofa-Sankt-Peterburg", 2004. - 80 p. The first edition of this work has been released by small circulation with the purpose for the author and publishing house have not loose the rights on the given manual in that circumstances. [ back ]
15. The state of affairs with the textbook of Chukchi language for педучилищ is indicative, work above which has been charged with P.J.Skoriku and I.I.Inenlikeju. The textbook was not своевременно has handed over in publishing house, P.J.Skorik died in 1985, P.I.Inenlikej - in 1987. Conversations periodically rise, that the modified authors’ manuscript of this textbook just about will be transferred by someone to publishing house. However it is no necessity to hurry with completion and with the edition of such textbook. There is no place to hasten already – those students of Anadyr pedagogical college for whom this textbook was intended and written, already went on pension. In a present language situation already absolutely other textbook of Chukchee language for pedagogical college is necessary– but nobody writes it. [ back ]
16. See: Malochislennye narody Severa, Sibiri i Dal'nego Vostoka. Problemy sohraneniya i razvitiya yazykov. SPb., 1997. [ back ]
17. Burykin A.A. Sootnoshenie obrazovatel'noi i nauchnoi paradigm v rossiiskom severovedenii HH veka // Nauka, obrazovanie i sovremennye problemy dialoga kul'tur. Materialy regional'noi nauchno-prakticheskoi konferencii. Krasnoyarsk, 2002. S. 59-61. [ back ]
18. So, non-ethnic users of the Yakut language – Evenki, Evens, Yukagirs, living in Yakutia, make, by an estimation, about 5 % of users of title language of Republic Sakha (Yakutia). If each of small peoples of the North would have an opportunity to increase number of users of the language on this size, it appreciablly would strengthen the positions of some "endangered" languages. [ back ]
19. See a series of volumetric collections of articles with the same name «Realnost’ etnosa (the Reality of ethnos)», the regular conferences issued on materials which are carried out in RSPU named after of A.I.Hertsen in Saint Petersburg in 1999-2005. Conferences « the Reality of ethnos » are annual action of Institute of Peoples of the North of RSPU and will be carried out(will be spent) and further. Unfortunately, collections « the Reality of ethnos » are absent in the Russian National Library (except for one of seven) as, probably, and in other scientific libraries of Russia, they are exclusive property of authors and publishers. [ back ]
20. Aktual'nye problemy podgotovki specialistov dlya Severa, Sibiri i Dal'nego Vostoka: stanovlenie, razvitie i perspektivy Tezisy dokladov i materialov yubileinoi nauchno-prakticheskoi konferencii, posvyashennoi 70-letiyu fakul'teta narodov Krainego Severa RGPU im. A.I. Gercena (20-25 iyunya 1999 g.) SPb. 2001. Sm. takzhe: Ekologiya kul'tury i obrazovanie na Severe. Materialy Gercenovskih chtenii. SPb., 1999. [ back ]
21. See: Nabok I.L. 1) Ideologicheskaya funkciya muzyki. L., 1987; 2) Muzyka i molodezh'. L., 1988; 3) Rok-muzyka: estetika i ideologiya. L., 1989 4) Metodologicheskie problemy analiza social'noi prirody iskusstva (na materiale sovetskoi estetiki 20-h godov). Avtoref. dis. ... kand. filos. nauk. L., 1981.1) Ideological function of music. Л., 1987; 2) Music and youth. Л., 1988; 3) the Rock music: an aesthetics and ideology. Л., 19894) Methodological problems of the analysis of the social nature of art (on a material of the Soviet aesthetics of 20th years). L., 1981. Here is involuntarily recollected the Kiev policeman with surname Nebaba, the hero of the novel of Ilf and Petrov «The Golden calf» who before revolution indulged false blind Panikovsky in larceny, and after revolution became the musical criticist. [ back ]
22. See: Burykin A.A. 1) Razvitie regional'noi obrazovatel'noi infrastruktury - bezal'ternativnaya zadacha reformirovaniya i razvitiya sistemy obrazovaniya dlya korennyh narodov Severa // Narody Prieniseiskoi Sibiri. Istoriya i sovremennost'. Materialy nauchno-prakticheskoi konferencii. g.Krasnoyarsk, 1-2 dekabrya 2000 g. Krasnoyarsk, 2001. S. 46-49; 2) Voprosy sozdaniya uchebno-metodicheskih komplektov dlya srednei shkoly i podgotovki kadrov po yazykam narodov Severa // Obrazovanie na Severe: rol' nacional'no-regional'nogo komponenta v sohranenii edinstva obrazovatel'nogo prostranstva Rossii, etnicheskoi identichnosti i zdorov'ya detei Severa. Materialy nauchno-prakticheskoi k onferencii. (Moskva, 17-20 dekabrya 2001 g.). M., 2002. S.94-103. [ back ]
23. Dikanskii N.S., Popkov Yu.V., Radchenko V.V., Sviridov I.V., Tyugashev E.A., Shatrova V.Ya. Obrazovanie dlya korennyh narodov Sibiri. Sociokul'turnaya rol' Novosibirskogo gosudarstvennogo universiteta. Novosibirsk, "Nonparel'", 2005. Sm. takzhe: Materialy mezhdunarodnoi nauchnoi konferencii "Formirovanie obrazovatel'nyh programm, napravlennyh na sozdanie novogo tipa gumanitarnogo obrazovaniya, v usloviyah polietnicheskogo sibirskogo soobshestva". Novosibirsk, 28-30 oktyabrya 2003. Novosibirsk, izd. NGU, 2004. [ back ]
24. It is necessary to mention, that time of studying in high school determines also the opportunities for the future home life of students. So, practically all students’ families on the Faculty of the peoples of the Far North in RSPU named after Hertzen appeared to be mixed even if both spouses werer students of one faculty. Clearly, that the high schools of Khanty-Mansiysk, Yakutsk or Khabarovsk will give other statistics of a parity of one-national and interethnic marriages of students. [ back ]
25. From the newest publications on a problem of formation(education) of radical peoples of Siberia see also: Materialy mezhdunarodnoi nauchno-prakticheskoi konferencii "Obrazovanie i ustoichivoe razvitie korennyh narodov Sibiri". Novosibirsk, 2005. - 784 s. Materials of the international scientific - practical conference " Formation(Education) and steady development of radical peoples of Siberia ". Novosibirsk, 2005. - 784 with. [ back ]
26. In 1935 V.G.Bogoraz in the novel « the Revived tribe » by the example of activity of Institute of peoples of the North has shown, that wishes of representatives of peoples of the North, pupils in ИНСе, the extremely inconsistent character, and system of values and the attitude(relation) to language and traditional culture of people essentially changes not for the benefit of these values during reception of formation(education). But whether somebody from teachers ИНСа present read this truthful story about ИНСе the past – for certain it is not known. [ back ]
27. See, for example: Korennye malochislennye narody Rossii na poroge XXI veka: problemy, perspektivy, prioritety. Materialy Vserossiiskogo kongressa. Moskva, 3-5 dekabrya 1999 g. SPb., "Prosveshenie", 2000. - 319 s. [ back ]
28. Burykin A.A. Nekotorye problemy sociokul'turnogo razvitiya malochislennyh narodov Severa RF v svete gendernogo podhoda //Rasy i narody. Vyp. 28. M., 2002. S.188-214. [ back ]

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