@article {978,
	title = {IMPLEMENTATION OF TEXT ORIENTED APPROACH IN TEXTBOOKS ON RUSSIAN LANGUAGE IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {75-83},
	abstract = {Create a text filled with personal meaning, designed in according to the norms of the Russian literary language {\textendash} a task that must be put and solved in the lessons of the Russian language as a native language and a foreign language. Human communication {\textendash} is the exchange of texts is not by chance in the national curriculum for native and foreign (Russian) language is said that in the process of learning language student must master his verbal communication skills, learn how to express thoughts and feelings, analyse, heard and read summarizing information. Since the text activities {\textendash} is one of the learning activities in its organization must be taken into account patterns of natural speech activity, are well known. This are motives, purpose of the activity, structure and its stages; availability of productive activity. The organization of educational process must be oriented to the natural patterns of speech communication, as students create products of speech as a result of interaction with each other. The authors of this article have tried to consider all this creating textbooks for students of different age groups, who study Russian language as native and foreign.},
	keywords = {foreign languages, needs of students, Russian language, speech activity, speech communication, text-centred approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.75},
	url = {http://oaji.net/articles/2015/457-1441453614.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko}
}
@article {701,
	title = {MOTHER TONGUE LEARNING IN THE ESTONIAN NEW HIGH SCHOOL CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {140-153},
	abstract = {This article considers the content and structure of the new State Curriculum for high schools in Estonia, in which drafting the authors participated. The curriculum was applied in 2011/2012 academic year, and has being put into action gradually, starting from the 10th form. It is totally separated from the curriculum for middle schools. 
 The main objective of teaching and education in high schools is that students are to find a field of activity of their interest and ability, which will be included in their further training. They are formative assessment and feedback that are of great attention in the new curriculum, as well as the need for conducting researches is emphasized, including mother tongue. Under the requirements of the new curriculum, studies in every subject are student-centred, i.e. they are brought in accord with students{\textquoteright} interests and everyday needs, e.g. in mother tongue courses the need of text-centred approach is highlighted. The number of required courses is reduced; there are more opportunities for options. In comparison with the previous curriculum, the courses on mother tongues (Estonian and Russian) are unified. Before, only 3 courses on Russian as a mother tongue were set-out, now 6 compulsory courses and 1 elective course are scheduled (like Estonian). While developing curriculum for the Russian (native) language, cross-cutting topics were taken into account. 
 The article thoroughly describes the structure and content of the subject; it is shown how the new curriculum is being implemented in teaching practice; the realization of new text-centered courses {\textquotedblleft}The Perception and Creation of an Oral Text{\textquotedblright} and {\textquotedblleft}The Perception and Creation of a Written Text{\textquotedblright} as an implementation for the basic concept is instantiated.},
	keywords = {mother tongue, students{\textquoteright} needs, text-centered approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.140 },
	url = {http://oaji.net/articles/2014/457-1409840549.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko}
}
@article {555,
	title = {GENERALIZED CHARACTERISTICS FOR THE LINGUISTIC PERSONALITY OF BILINGUAL STUDENTS (RUSSIAN-ESTONIAN BILINGUALISM) GETTING THEIR EDUCATION IN THE ESTONIAN LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {133-147},
	abstract = {The article describes general characteristics of linguistic personality of bilingual students (Russian-Estonian bilingualism), who get their education in the Estonian language. As the number of such students in Estonia has been increasing, the problem of their research has been recognized as being of great importance. The data for the article was received through written and oral questionnaire and allow tracing specific social agents for a bilingual student{\textquoteright}s linguistic personality formation. By dint of the questionnaire biography data, ethnical and linguistic self-definition, spheres of the languages application, self-definition for the languages acquisition, appraisal for the process of Russian language teaching in the schools given by the students has become apparent.
 In general, the respondents positively estimated the decision to study in an Estonian-medium school made by their parents, they also see their classmates{\textquoteright} and teachers{\textquoteright} attitude as good; however, most of them think that their level of skills in the Russian language (sometimes in Estonian as well) is insufficient.
 Students of different regions in Estonia were questioned, which allows getting a general idea of the matter. The collected material affords to elicit bottlenecks in teaching Russian to such students, to predict and take into account their educational needs while compiling teaching materials.},
	keywords = {bilingual students, linguistic personality, self-definition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.133},
	url = {https://oaji.net/articles/2014/457-1405180410.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko and Natalia  Tshuikina}
}
@article {380,
	title = {RUSSIAN-ESTONIAN BILINGUALISM RESEARCH AND ITS PRACTICAL MEANING FOR ESTONIAN SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {146-155},
	abstract = {The article deals with the researches done in the field of Russian-Estonian bilingualism for the modern period of Estonian life, comparing to the results drawn from the times when Estonia formed a part of the Soviet Union. The authors present the situation of bilingual students distribution in the Estonian-medium schools. The problem proved to be topical - the number of bilingual students in Estonian-medium schools has been growing. It means that methods of teaching Russian language for this people have to be modified. Within the research the data on amount of bilingual students in Estonian schools gotten from the Ministry of Education and Science has been specified. The questionnaire was sent to all Estonian schools, and the received data were processed and systematized according to the regions and levels of study, which enabled to present the distribution of Russian-Estonian bilingualism in Estonian-medium (with Estonian as a language of instruction) schools. The data on using Russian in the families of the students were also received.},
	keywords = {bilingualism, mother tongue, Russian-Estonian bilingualism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134755.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko and Natalia  Tshuikina}
}
