INTEGRATED COURSES IN THE LANGUAGE AND LITERATURE FIELD IN GENERAL SECONDARY EDUCATION INSTITUTIONS WITH CLASSES/GROUPS WITH TEACHING IN NATIONAL MINORITY LANGUAGES: CURRENT STATUS AND IMPLEMENTATION PROSPECTS

Abstract

The article presents the introduction of integrated courses, in particular language and literature courses, as a permanent trend of Ukrainian school modernization in the context of the European vector of education development in Ukraine.

 The main challenges in the process of implementing an integrative approach to the teaching of linguistic and literary subjects in institutions of general secondary education with classes/groups with teaching in national minority languages ​are identified and emphasized. The results of a questionnaire survey of teachers of the Chernivtsi and Zakarpattia regions of Ukraine who work in general secondary education institutions of a certain type, conversations and interviews with them are represented.

The purpose of the surveys was to identify difficulties in implementing the integration of language and literature subjects and teachers' readiness to introduce integrated courses.

On the basis of the received answers of the respondent teachers, their attitude to the introduction of integrated courses into the practice of general secondary education institutions was analyzed; problematic aspects of the implementation of the integration of language and literature subjects are outlined and conclusions are made about the reasons for the non-acceptance of integration by some teachers; ways of increasing the effectiveness of the implementation of an integrative approach to teaching languages ​​and literatures have been thought out.

Directions for further research into the process of introducing an integrative approach to the teaching of linguistic and literary subjects are proposed, in particular in institutions of general secondary education with classes/groups with teaching in national minority languages.