<?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%">Malgorzata Stopikowska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION OF POLISH NATIONAL MINORITY IN THE REPUBLIC OF BELARUS – LAW, MODELS OF ORGANIZATION AND EDUCATIONAL EXPERIENCES</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%">national minorities</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching of the Polish language</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393267265.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</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 issue of the educational system of Polish national minority in the Republic of Belarus. In spite of the fact that citizens of Polish origin have always been very numerous there, they had been deprived of national education for almost 50 years (1949-1988). The situation changed in the period of “perestroika”, when members of the Polish minority were allowed to introduce lessons of the Polish language into schools. However, only the collapse of the USSR and the establishment of the independent Republic of Belarus caused a radical change in the status quo. According to the Byelorussian legislation, Poles have been able to open Polish schools and/or courses. As a result Polish national education underwent a period of rapid development which lasted until 2005. The article presents the domestic law of the republic and bilateral agreements (between Poland and the Republic of Belarus), enabling the Polish minority to develop their own system of education. It also shows several examples of organizational models of teaching the Polish language that function within the framework of the state educational system and beyond. The paper gives an overview of the extent and tendencies in the development of the Polish national education in Belarus.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">117-125</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%">Margarita  Gavrilina</style></author><author><style face="normal" font="default" size="100%">Oksana Filina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TO THE QUESTION ON CREATION OF RUSSIAN AND LITERATURES TEXTBOOKS IN DIASPORA</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%">educational abilities</style></keyword><keyword><style  face="normal" font="default" size="100%">national minorities</style></keyword><keyword><style  face="normal" font="default" size="100%">Russian language</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399916467.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article is devoted to the creation and practical use of the Russian language and literature textbooks for the pupils from schools of national minorities in Latvia. These textbooks are developed by authors of the article. 
In introduction authors prove necessity of working Latvian textbooks out, which could be addressed to the diaspora pupils. 
In the first part of article authors analyze real problems, which have both teachers - in the process of teaching mother language and literature and pupils, which study the native language and literature at the circumstances of diaspora. 
In the second part of the article authors describe the principles, taken as a textbooks forming basis, which can be useful in solving the problems mentioned: 
- principle of dialogue of languages and cultures, which helps to promote the understanding of language and cultural variety of the world in pupils; 
- communicative principle, which supposes the active pupil’s position during the study process; development of abilities to make an interpersonal dialogue to successfully participate in (including – dialogue with the culture text); considering perception of culture texts as active dialogue with their authors; 
- principle of integrative approach (by the meaning of integration the coordination of skills, knowledge and representation in pupils is understood; these abilities could be developed in pupils during the study of language and literature);
 - principle of the educational content’s integrity and variability. 
In the conclusion authors pay attention that the experience, which has been gained in the process of textbooks long-term approbation, allows to expand a culturological outlook of diaspora pupils, and also to purposefully and successfully improve dialogue, communicative, language and educational abilities in pupils.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">167-176</style></section></record></records></xml>