<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Anastassia   Rezepova</style></author><author><style face="normal" font="default" size="100%">Natalia  Tshuikina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BLOG AS A PLATFORM FOR LEARNER-CENTERED APPROACH IN TEACHING BILINGUALS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">competence of text production</style></keyword><keyword><style  face="normal" font="default" size="100%">learner-centered approach</style></keyword><keyword><style  face="normal" font="default" size="100%">web blog</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1409840493.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">41</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article presents grounds for necessity for implying a learner-oriented course for bilinguals studying in modern Estonian school. Such a course is caused by changes in the State Curriculum. The second supposition is the need in teaching Russian to bilinguals not as a foreign language but as one of native ones, which is not provided by curricula of Estonian-speaking educational institutions, although many of them count more than 10% of students from Russian-speaking families. As a result, bilingual students fairly and without accent speak Russian, however experiencing difficulties in reading and writing texts. 
 The realization of learner-centered approach for bilinguals via web blogs solves a vast number of organization problems, starting with the timetable settings for students from different classes and ending with individual approach to students’ personal achivements assessment. The article also decribes the course’s structure, which is organized in four cycles with eight lessons in each; contact classes are to be held in the beginning of the course and between the cycles for interim results, as well as in the end of the course for conclusion.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><orig-pub><style face="normal" font="default" size="100%">СЕТЕВОЙ ДНЕВНИК КАК ПЛАТФОРМА ДЛЯ РЕАЛИЗАЦИИ ЛИЧНОСТНО-ОРИЕНТИРОВАННОГО ОБУЧЕНИЯ БИЛИНГВОВ </style></orig-pub><section><style face="normal" font="default" size="100%">130-139</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Natalia  Zamkovaja</style></author><author><style face="normal" font="default" size="100%">Irina  Moissejenko</style></author><author><style face="normal" font="default" size="100%">Natalia  Tshuikina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GENERALIZED CHARACTERISTICS FOR THE LINGUISTIC PERSONALITY OF BILINGUAL STUDENTS (RUSSIAN-ESTONIAN BILINGUALISM) GETTING THEIR EDUCATION IN THE ESTONIAN LANGUAGE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bilingual students</style></keyword><keyword><style  face="normal" font="default" size="100%">linguistic personality</style></keyword><keyword><style  face="normal" font="default" size="100%">self-definition</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1405180410.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">30</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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’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’ and teachers’ 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.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><orig-pub><style face="normal" font="default" size="100%">ОБОБЩЕННЫЕ ХАРАКЕРИСТИКИ ЯЗЫКОВОЙ ЛИЧНОСТИ ДВУЯЗЫЧНЫХ УЧАЩИХСЯ (РУССКО-ЭСТОНСКИЙ БИЛИНГВИЗМ), ПОЛУЧАЮЩИХ ОБРАЗОВАНИЕ НА ЭСТОНСКОМ ЯЗЫКЕ </style></orig-pub><section><style face="normal" font="default" size="100%">133-147</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Natalia  Zamkovaja</style></author><author><style face="normal" font="default" size="100%">Irina  Moissejenko</style></author><author><style face="normal" font="default" size="100%">Natalia  Tshuikina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RUSSIAN-ESTONIAN BILINGUALISM RESEARCH AND ITS PRACTICAL MEANING FOR ESTONIAN SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">bilingualism</style></keyword><keyword><style  face="normal" font="default" size="100%">mother tongue</style></keyword><keyword><style  face="normal" font="default" size="100%">Russian-Estonian bilingualism</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400134755.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">146-155</style></section></record></records></xml>