General  content of the Symposium.         

Relevance and problem of research: Multiracial and multilingual societies are often characterized by power imbalances that favor some groups at the expense of others. Because of historical amnesia, enhanced by schooling, people marginalized by race, ethnicity and immigration have often learned to accept, rather than challenge, marginalization, which leaves problems of life unresolved.

For addressing issues of language inclusion, multilingual education is considered a fairly promising direction, as it contributes to the acquisition of high levels of language, subject and cognitive competence by students - cognitive proficiency in academic language (CALP) (J. Cummins).Banks' Five Dimensions of Multiculturalism can be viewed in the context of multilingual environment (J. Banks, 2013). The first dimension is content integration. For teachers of language and social sciences, content integration has more options than for teachers of physics. The second dimension is the design process. At this stage, knowledge moves to another level, because here teachers help students understand, explore and identify implicit cultural assumptions and frames of reference and perspectives of the discipline they teach. The third dimension is “pedagogy of justice”. In fair pedagogy means teachers change their methods to enable children from different racial groups and both genders to be successful. The fourth dimension is reduction of prejudices. The next dimension is empowering school culture and social structure. This dimension provides a look not only at individual classes, but also at the general school culture in order to understand how to make it more equitable. These dimensions support multilingual education, multicultural education, and ethnic studies.

The purpose of organizing the round table:

 discussion of ethnic studies as a decolonial project and its impact on students in the U.S.;

 discussion of effectiveness factors of multilingual content and language training strategies for students of Russian universities;

The results of the round table make it possible to determine new methods of transformation and forms of education in a multilingual environment. In addition, examples show the impact on students of curriculum transformations that center the perspectives of people marginalized by race, ethnicity, and immigration.

The main directions of the analysis of these problems in the symposia are:

1. Counteracting racism and colonialism through ethnic research. Christine Sleeter, California State University, Monterey Bay

2. Strategies for learning in a multilingual environment. Latypova E.A. PhD, Associate Professor, Director of the Scientific and Educational Center for Practical Psychology, Ethnopsychology and Psychology of Intercultural Communication, IPO KFU. General characteristics of the symposium.

Keywords:

  education, identity, colonialism, marginalization, ethnic studies, language teaching strategies, multilingual environment, linguistic competence, teaching and learning activities.

Moderators: Christine Sleeter, Professor Emerita, California State University Monterey Bay,

Latypov L.N., Professor, Kazan Federal University

 Latypova E.A., PhD, Associate Professor, Director of the Scientific and Educational Center for Practical Psychology, Ethnopsychology and Psychology of Intercultural Communication, IPO KFU. General characteristics of the symposium