Krsek O. Theory and practice of organization of language education of national minorities in the United States (second half of the 20th century - beginning of the 21st century).

A comprehensive study of the organization of language education of national minorities in the United States (second half of the 20th century - beginning of the 21st century) was carried out in the dissertation. From the theoretical and methodological point of view the essence of the concept of «language education» has been revealed, the basic concepts of the problem of organization of language education of national minorities in the USA have been clarified. The study traces the scientific and pedagogical genesis of the concept of «linguistic education of national minorities» as a historical and cultural phenomenon in the formation of the United States. Language education of personality in the dimensions of spiritual and cultural values of education has been considered; pedagogical conditions for the development of the linguistic potential of children-bilinguals with special needs who have difficulty in communication in inclusive US educational institutions have been considered; the periods of formation of bilingual education, models of bilingual education, the innovative tendencies of the organization of language education of national minorities in the USA, and the main types of bilingual education programs for national minorities in the United States of the second half of the 20th century - beginning of the 21st century were highlighted. It was determined that the content of language learning was structured along four cross-cutting content lines - speech, language, socio-cultural and strategic. The development and implementation of the state American standards in language education was provided by Program «Goals 2000». According to the Federal Law «No Child Left Behind Act of 2001», the organizational and pedagogical requirements that facilitate the successful study of English by representatives of national minorities have been determined. It has been found that this Law makes education more inclusive, fair and successful. The Law, called «Every Student Succeeds Act, 2015», preserves some aspects that no child is neglected; it controls the training of educators to work with national minorities; The Integrated Literacy Center requires funding for a number of additional Literacy Education Grant Programs to support the implementation of ESSA School Innovation. Conceptual approaches to language education of national minorities in the context of multicultural American society have been substantiated. The stages of development of language education of national minorities in the context of transformation of multicultural education in the USA were set. Specific strategies and practical ways of organizing minority language education in the USA have been outlined. Strategies for improving literacy and development of communicative skills among the hearing impaired youth, the goals of the bilingual approach to teaching non-hearing students, the ability to socialize and integrate them into the after-school environment have been analyzed; advantages of «dual school» over the simple placement of deaf children in mainstream school (interaction and cooperation between the deaf and hearing peers, difference in the level of self-esteem and loneliness between the deaf and hearing) have been grounded. Some aspects of informatization of language education in the USA, the use of ICT in American language education have been considered. The obtained empirical data and scientific conclusions can be used in the teaching of foreign languages to foreign students in Ukraine.