To educate future active members of society capable of making an informed choice of profession, to help them develop as much as possible and correctly apply their abilities is possible only in an atmosphere of free personal development, universal access to education and respect for human rights and freedoms. First of all, the rights and freedoms of the students themselves, educated, prepared. At the same time, in conditions practical organization general activities educational institution When it is necessary to find the optimal combination of various pedagogical, psychological, economic and other aspects, it is often very difficult to stay within the required framework. Therefore, the legal guideline on this path should be the right of students to receive an education on the basis of equality of opportunity.
In this sense, the issue of choosing a foreign language to study is today one of the most subtle and at the same time significant moments in the field of initial and basic general education. Since it reflects not only the actually available opportunities for students to develop abilities, based on own ideas and needs, but also latent, not formulated by various reasons, conflict of interest regarding this issue between educational authorities, school administrations, on the one hand, and students and their parents, on the other hand.
In the practice of a general education institution (school, gymnasium, lyceum, hereinafter referred to as school), there are often cases when the administration, in order to preserve linguistic pluralism, considers it acceptable to refuse admission to school for children who do not live in a nearby microdistrict if they do not agree to study a certain foreign language. Moreover, already in the learning process for this category of children there is also no right to choose the foreign language they study. In this connection, if for them there is no desired foreign language in the group free seats, the number of which is determined by the administration at its own discretion, given language they will only be able to study on a paid basis.
It should be noted that in present moment when resolving the question of which one foreign languages is the most attractive for study, the objective trend emerging in favor of the English language is characteristic of many countries of the world. This is due to geopolitical and socio-economic factors, including its widespread use in computer technologies and the Internet. Therefore, in this article By “desired foreign language”, first of all, English is meant.
At the same time, according to the current legislation, dividing a class into foreign language groups is possible only in accordance with the free choice of the student to study one or another foreign language provided for curriculum. Thus, based on principle 7 of the “Declaration of the Rights of the Child”, Art. 43 of the Constitution of the Russian Federation, every child has the right to receive an education on the basis of equality of opportunity; the general availability of basic general education in state or municipal educational institutions is guaranteed. As follows from " Model provision on a general educational institution" (clauses 2, 3, and 5), approved by Decree of the Government of the Russian Federation of March 19, 2001 No. 196 (hereinafter referred to as the "Model Regulations"), the conditions for the exercise by citizens of the Russian Federation of the right to public education are created by a general educational institution, which in its activities is guided by federal laws, decrees of the Government of the Russian Federation, Model Regulations, as well as the charter of a general education institution developed on its basis. According to paragraph 31 of the “Model Regulations”, when conducting foreign language classes, it is possible to divide the class into two groups. At the same time, considering this norm in connection with paragraphs 4, 6, 10 of the “Model Regulations”, it should be noted that such a division of the class into groups cannot go against the inclinations and interests of students.
At the same time, in his ( this division) the basis should be the principle of free development of the individual, as well as a guaranteed opportunity for conscious choice and subsequent development of professional educational programs. Therefore, every student is free to developing personality when dividing a class into groups, the right to choose one or another foreign language to be studied, provided for by the curriculum of a given educational institution, should be given.
In addition, this method of dividing the class into groups, enshrined in the legislation of the Russian Federation, is fully consistent with the basic principles of state educational policy in the field of teaching foreign languages, set out in the letter of the Ministry of Education of the Russian Federation dated November 28, 2000 No. 3131/11-13 “On the study of foreign languages in educational institutions" In particular, paragraphs six and ten of this letter provide an explanation of the methods by which the school has the right to achieve the preservation of linguistic pluralism. It's about about methods based on extensive explanatory work with parents, on proving to them the advantages of learning a particular foreign language in this region, in a particular school, which cannot but imply the right to choose the foreign language being studied. If only because it makes no sense to attach such importance to explaining and proving something to parents if nothing depends on them. Finally, in paragraph five of the said letter it is directly stated that parents and students choose the language they are learning based on their interests and needs.
Thus, the student’s right to free choice of the foreign language being studied is component such rights as the right to access to education, guaranteed by the Constitution of the Russian Federation, the right to free personal development, as well as the right to acquire knowledge and choose a specialization on the basis of equality of opportunity. It should be especially noted that this right a student cannot be restricted on the basis of place of residence. According to paragraph 3 of Article 55 of the Constitution of the Russian Federation, the rights and freedoms of man and citizen can be limited only by federal law and only to the extent necessary in order to protect the foundations of the constitutional system, morality, health, rights and legitimate interests of other persons, and ensure the defense of the country and state security. Based on paragraph 2 of Article 19 of the Constitution of the Russian Federation, Article 5 of the Law of the Russian Federation “On Education” (as amended by the Federal Law of January 13, 1996 No. 12-FZ) (hereinafter referred to as the Federal Law “On Education”), citizens of the Russian Federation are guaranteed the opportunity to receive an education regardless of their place of residence . At the same time, federal law restricts only the right of children who do not live near a given school to be admitted to it, and only to the extent necessary in order to protect the rights and legitimate interests of other children living near a given school (clause 1 of Art. 16 Federal Law “On Education”, paragraph 46 of the “Model Regulations”). On the limitation of the right to choose a foreign language to be studied on the basis of residence or non-residence in a given territory in federal law nothing is said. Thus, by virtue of the law, all children who are already students of a given school (both living and not living near it) should be given the right to choose the foreign language they study.
Also, it should be recognized that the school administration’s references to the lack of free places in the group of the desired foreign language are not based on the law. The decision about which foreign language will be studied in a particular school, a particular class, as well as whether the class will be divided into groups, is made by the school administration, taking into account the current educational situation in a given school, namely, the presence or absence of qualified personnel in a particular foreign language, their traditions of teaching this subject. In addition, in accordance with paragraph three of paragraph 31 of the “Model Regulations”, dividing the class into groups for studying a foreign language at the first stage of general education (and today, as a rule, studying a foreign language begins in elementary school) is only possible if there is necessary conditions and funds. This means that when dividing a class into groups, the school is obliged to provide such guarantees of universal access to education so that all students have equal rights learn the desired foreign language. Therefore, if the school administration for some reason does not have this opportunity, it should be recognized that the conditions and means necessary for dividing the class into groups are simply not available in this school. In this sense, it must be stated that there are no legal grounds for dividing the class into groups. Otherwise, if the school administration agrees to the specified division, it no longer has the right to refer to the lack of free places, the number of which it itself sets.
Since the administration’s right to divide the class into groups corresponds to its obligation to establish such a number of places in these groups that it ensures, as stated above, universal access to education, free personal development, as well as equal opportunities for students to gain knowledge and choose a specialization. In other words, in a situation where there are English teachers at school, English is taught, part of the students in the class (with whom other students in this class have absolutely equal rights during the learning process) are given the opportunity to learn English; and at the same time, there are not enough places in the English language group for everyone, it must be admitted that the school administration itself is primarily to blame for this. In this regard, she does not have the right to refer to the lack of vacancies as the basis for her actions to refuse to provide the opportunity for any of the students in the class to study English.
Thus, it is within the competence of the school administration to establish what foreign languages the class will study and whether it will be divided into two groups, and the number of them, by virtue of the law, including constitutional principles, must be a reflection of the desires of the students and their parents to study that or another foreign language. Finally, under the above circumstances, offering a child to learn the desired foreign language only on a paid basis is a gross violation of the state-guaranteed right of every citizen to free education(Article 43 of the Constitution of the Russian Federation).
In conclusion, we can say that the right to receive education on the basis of equality of opportunity is a limiting point in the competence of the school administration to organize the study of foreign languages. In this case, the limiting mechanism is expressed in the fact that students with the same status (same school, same class) should be provided real opportunity(the implementation of which would depend solely on their desire) to study any of the foreign languages that are assigned to their class curriculum.
See: Paragraphs 4, 6 of the “Model Regulations on a General Educational Institution”, approved by Government Decree No. 196 dated March 19, 2001 (as amended on December 23, 2002) // SZ RF.2001. N 13. Art. 1252.
See: Letter of the Ministry of Education of the Russian Federation dated November 28, 2000 No. 3131/11-13 “On the study of foreign languages in educational institutions” // Bulletin of Education. 2001. N 1. P. 77.
“Declaration of the Rights of the Child” (proclaimed by Resolution 1386 (XIV) of the UN General Assembly of November 20, 1959) RG. 1993. N 237. December 25.
SZ RF.2001. N 13. Art. 1252.
See: Paragraph 43 decree. "Standard provision".
Bulletin of Education. 2001. N 1. P. 77.
See also: Zuevich “Is it possible to choose a foreign language?” // PravdaSevera.ru. 2002. June 20. Published: .
NW RF. 1996. No. 3. Art. 150.
See: Decree. letter from the Ministry of Education of the Russian Federation.
See also: “Submission to eliminate violations of the requirements of the legislation of the Russian Federation” submitted by the prosecutor’s office Industrial district Barnaul (ref. No. 216 z/04 dated June 11, 2004). Was not published.
Due to the spread of the English language and the conviction of many parents that their children need this language like no other, sometimes disagreements arise between the school administration and parents. Schools can also be understood; French is already hardly taught anywhere, and German teachers are likely to be left without work. In addition, according to the norms, the class must be divided into absolutely equal groups.
“The distribution of schoolchildren into groups for studying foreign languages is within the competence of the educational institution,” says Irina Aksyonova, deputy head of the Education Department of the city of Pskov. - It all depends on the capabilities of the educational institution, the availability of teachers and the wishes of the parents. To overcome disagreements, schools found the possibility of introducing a second foreign language, which is studied from the fifth grade. Of course, everyone wants to learn English. Any disagreements are resolved individually; we try to satisfy the wishes of the parents.
The Education Department told us that this year parents have not yet expressed dissatisfaction. And if you want your child to study some specific language, then it is better to declare this on parent meetings starting from first grade. And if you are not satisfied with the final distribution, you can always change the group. The issue is resolved individually with the administration of the educational institution.
Shall we pull it?
Multilingualism is, of course, good, but, according to the candidate pedagogical sciences Inna Balyukova, we need to proceed from the interests of children, who are already overloaded at school today. Introducing a second foreign language is not a solution.
This is a big burden on children, who are already very tired, she believes. We already have almost no healthy children; most have mental disorders.
Often, parents strive to hire a tutor for their child as soon as the child begins to speak.
- The main thing is that the first language is native. Before the child masters well native speech“It’s better not to overstrain him,” says the doctor psychological sciences Svetlana Ivanova. – You can disrupt a child’s psyche and in the future get serious problems with a speech. But once a second foreign language is introduced, it means that in most cases the acquisition proceeds normally, but in those cases where difficulties arise, it is required individual approach, however, as in everything.
Svetlana Pavlovna also told us that girls learn foreign languages better than boys, since the main nerve centers of the fair half of humanity are dispersed throughout the brain, unlike the male half, which is strong in only one hemisphere.
Exclusive linguistics
When hiring, the employer will certainly ask about your knowledge of foreign languages. And speaking English now won’t surprise anyone. But the same German, French or other European languages are very expensive.
Each country tries to preserve its identity and prefers to speak with foreigners in its own language, says Galina Maslova, candidate of pedagogical sciences, dean of the Faculty of Foreign Languages at PSPU. – And, despite the fact that the process of globalization is underway, knowing English is not enough, it’s not even necessary to know it. And if a person strives to establish intercultural ties with Germany or France, then it is better to learn their languages. Nowadays, the most successful educational exchanges take place not with English-speaking countries, but with France and Germany. The USA is far away, but Great Britain respects its traditions and does not rush to anyone with open arms.
Pskov has strong ties with Germany. We have a sister city, Neuss, with which we regularly exchange schoolchildren. In addition, the Russian-German Meeting Center has been operating in the city for twelve years, where serious language training is carried out, German holidays are celebrated, trainings and seminars are held. The center operates a German choir, a children's musical theater, and a German youth theater. In the summer, out-of-town linguistic camps are organized - there are countless things to do.
So think carefully! Perhaps you are depriving your child of a lot in the future by insisting that he learn English.
Knowledge of a foreign language is important for the future child. Therefore, for many parents the serious question arises of which language group to choose at school.
School lays in children the foundations of knowledge that will be useful to them in adulthood. Today foreign languages are playing decisive role to get a decent, well-paid job. Therefore, it is necessary to seriously think about choosing a language already in primary school schools. If a school does not have a narrow focus, then it usually teaches several foreign languages at once. Usually it is English, French or German, or even three at once. Naturally, parents always have English as their priority. So the real struggle begins between the school management and parents over which group to send their child to.
English is rightfully considered the most advanced language among all others. No matter what country a person goes to, he will find people everywhere with whom he can speak English. Also, the main condition for many vacancies today is good knowledge English. Despite the fact that every year more and more graduates have these skills, there are no fewer such vacancies.
That is why today almost all parents strive to choose English as the main language for their child. Meanwhile, school authorities cannot afford to send all the children to English group, and the teachers of German or French should be cut as unnecessary. In this regard, many schools act compulsorily against their students.
A common situation is when children are divided into language groups according to academic performance. Excellent and good students go to study English, and poor students - any other language. Of course, such an unfair division outrages the parents, and they try to influence the leadership in all possible ways.
Another method that school management chooses to divide students is by lot. All children take turns pulling out a piece of paper on which it is written which language they will study in the next five years. Naturally, this state of affairs also infuriates parents, because knowledge of the language has a huge impact on the future of the child.
The management's decision to divide children into alphabetical groups looks completely ridiculous. The list of children in the class magazine is divided exactly in half. Students whose last names begin with initial letters The alphabet is usually a priority, so they go to study English, and everyone else - any other language. Or another scenario. Excellent students have the right to choose a language, and poor students are automatically sent to a group with a smaller number of people. For some reason, the school management is of the opinion that the choice of language is important for diligent students, but the rest, in principle, should not care, because they don’t want to study anyway. In fact, such a serious violation of the right to choose should entail some serious sanctions. However, the Ministry of Education has not spelled out the clause on choice in the Law “On Education”, so parents have no right to claim to study a particular language.
Also, quite often the choice of language at school occurs as follows. Children are divided into groups based on their speech defects. Schoolchildren with clear speech are sent to study English, and students with certificates of problems from a speech therapist are sent to study another language. However, it is not at all clear how speech impediments can interfere with English language learning. And why does such a minor deviation in a child’s health not affect the acquisition of another language? Despite complete absence According to the conclusions of common sense, such separation of schoolchildren continues to be practiced in many schools. It is becoming increasingly difficult for parents to fight this line of behavior from school management.
Despite such a sad situation in the country as a whole, there are still schools that give their students the right to choose a language. Children are given questionnaires where they or their parents enter their answers to a series of questions. The main ones are what language the child wants to learn, what languages mom and dad speak, and whether the child is learning this language in at the moment outside of school.
Concern about the choice of language in many families is motivated by the fact that the child begins to learn English before school. Some children, from the age of five, attend language clubs and study with tutors. It would seem, why then would such a child need English at school? Vice versa, ideal option– parallel study of two languages from the first grade. However, many parents are concerned that by doing so they may overload the baby and that having two languages will leave him with a complete mess in his head. Here you really need to look at your child. One baby can grasp any material on the fly, while another will be very tired of huge amount information.
Very often, schools teach English from the first grade, and from the fifth grade onwards, another or even two foreign languages at once. It is believed that in five years a child’s brain has time to consolidate knowledge of English well, and therefore the student can already begin to study French or German. However, practice shows that the child learns his first language well, and of all the others, he remembers only a couple of words.
And yet, despite the school rules regarding the choice of a foreign language, you can always come to an agreement with the management. Unfortunately, in our world, money and gifts decide a lot, which means you can try to “butter up” your class teacher, the head teacher or even the school director. Those who do not have free money should still show their perseverance - write an application addressed to the school director with a request to choose a specific foreign language for their child. If this solution to the problem does not work, you can still try to seek help from higher authorities.
If, nevertheless, the child’s parents are aimed at learning only one language, and high level, perhaps you should think about sending your child to a highly specialized school. Today, in every regional city there are at least several schools with a bias in English or another language. In such general education institutions, the study of a foreign language is introduced from the first grade, and the number of lessons per week reaches five or even six times. In high school, in addition to English, there appears such a subject as English literature, where children begin to read original works by famous world classics. This approach to learning a foreign language certainly bears fruit, and after school a child can easily enter even international university or even go and study abroad.
The choice of a foreign language at school should be in accordance with the wishes of the child and parents. If a student is forced to learn another language, every effort should be made to insist on his choice.
State educational policy in the field of teaching foreign languages is based on the recognition of the importance of the development of all languages and the creation of the necessary conditions for the development of bilingualism and multilingualism on the territory of Russia.
Linguistic pluralism in our country is a consequence of the socio-political and socio-economic transformations that have occurred in it. These include the increasing openness of our society, its entry into world community, development and strengthening of interstate political, economic and cultural ties, internationalization of all spheres of life in our country. This contributes to the fact that foreign languages are becoming really in demand in modern society.
The educational policy of our state in relation to foreign languages is also based on the idea of pluralism. In the country's schools, not only the languages of the leading countries of the world are studied, but also the languages of the border regions - the languages of neighbors (Chinese, Japanese, Polish, Bulgarian, Finnish, Swedish, Norwegian, etc.). The increase in the number of foreign languages studied takes into account the socio-economic, cultural and historical ties of our country, as well as its ethnocultural realities.
Each region of our country has its own socio-economic specifics, its own priority international relations, their educational opportunities, their needs for personnel, for whom one or another foreign language may be a priority. Thus, in Kaliningrad, in a number of regions of the Urals, the middle Volga are traditionally cramped economic ties with Germany, there are many joint ventures, and the future specialist is required, first of all, to speak German.
Each specific school has its own educational situation: the presence or absence of qualified personnel in a particular foreign language, their traditions of teaching this academic subject. Parents and students choose the language they study based on their interests and needs.
Currently, the ratio of foreign languages studied at school has changed dramatically in favor of English. This can be considered as an objective trend, which is determined by geopolitical and socio-economic factors and is typical for many countries of the world. However, this leads to the displacement of other languages. We consider it advisable to take measures to preserve linguistic pluralism.
The transition from an industrial society to a post-industrial information society determines the importance of the comprehensive development of communication skills in the younger generation. It is no coincidence that UNESCO proclaimed the 21st century the century of polyglots. A second foreign language can be introduced in all types of schools (not only in schools with in-depth study of a foreign language or linguistic gymnasiums) as a compulsory academic subject or as a compulsory elective subject or, finally, as an elective.
Most often it is one of the above European languages or one of the neighboring languages. If a school can provide the study of two foreign languages, which includes English, then it is not so important that it must be the first foreign language.
The most common combinations of foreign languages studied in schools are:
English (first foreign language) + German (second foreign language);
English (first foreign language) + French (second foreign language);
German (first foreign language) + English (second foreign language);
French (first foreign language) + English (second foreign language);
Spanish (first foreign language) + English (second foreign language).
Education authorities, taking these factors into account, should recommend that schools conduct extensive explanatory work with parents, proving to them the advantages of studying a particular foreign language in a given region, in a given particular school. The administration and teaching staff of the school also need to take initiative in organizing such work, and also emphasize the role of learning foreign languages in the formation general level education and culture. Parents should be aware of what educational services a particular school can offer in relation to learning a foreign language: one or two foreign languages, in what sequence, whether school exchanges are provided, what is the approximate effectiveness of teaching a particular foreign language, what are the prospects for further study of a particular foreign language in universities in the region, what are the job opportunities with this foreign language immediately after graduating from school or university, etc.
It is important that parents know that mastering a second foreign language on the basis of a sufficiently well-mastered first foreign language is, as a rule, much easier and more successful. Therefore, learning English as a second foreign language does not discriminate against it, but, on the contrary, creates conditions for easier mastery of it.
The beginning of learning a second foreign language depends on the type of school: when early learning the practice of studying the first foreign language is widespread - from the 5th grade, in secondary schools when studying the first foreign language from grade 5, the second is usually introduced from grade 7, although there are cases of later introduction of a second language, for example, from grades 8, 10 with a significant increase in hours for its study (up to 4 hours per week).
Practice shows that a second foreign language is learned faster and easier if the first one acts as a support for it. To do this, knowledge of the first foreign language must be sufficiently strong, which must be taken into account when choosing the timing of introducing a second foreign language in a particular school.
What is punishable by means of teaching, special ones have now been created educational and methodological kits on German as a second foreign language, namely the series of teaching materials by N.D. Galskova, L.N. Yakovleva, M. Gerber “So, German!” for grades 7-8, 9-10 (Publishing House "Prosveshcheniye") and the series of teaching materials by I.L. Beam, L.V. Sadomova, T.A. Gavrilova "Bridges. German after English" (based on English as a first language foreign language) for grades 7-8 and 9-10 (publishing house "Mart"). Work is underway on the third part of this series. The development of the series of teaching materials "Bridges. German after English" is based on the "Concept of teaching German as a second foreign language (based on English)" by I.L. Beam (M., Ventana-Graf, 1997).
By French as a second foreigner, it is recommended to use the intensive course by I.B. Vorozhtsova “B bon voyage!" (Publishing house "Prosveshcheniye").
To study Spanish as a second language, the current series of teaching materials can be used Spanish as the first foreign language by E.I. Solovtsova, V.A. Belousova (Prosveshcheniye publishing house).
You can start learning English as a second language by intensive course V.N. Filippova "English language" for grades 5, 6 (Publishing house "Prosveshcheniye").
Currently, special textbooks are being developed for all second foreign languages, which provide for the peculiarities of its study (reliance on the first, on already formed special study skills, faster pace of progress, etc.).
Head of Department
general secondary education
M.R. Leontyev
“Learn German! Lern Deutsch! Number of students German in Russia has always been and still remains significant: today it is 2.3 million out of 15 million worldwide. However, German is taught as the first foreign language in Russian schools ah, less and less often and is often replaced by English: this is the global trend of the 20th century. Increasingly, German is taught as a second foreign language. However, not in all educational institutions several foreign languages are offered, so this increase does not compensate for the decline in interest in German as a first foreign language
“Learn German! Lern Deutsch! At the same time, in the 21st century, multilingualism is the key to success: in the era of globalization, those people and the society that have a large number communication resources and opportunities to present and disseminate own ideas European reality is in this context interesting example not only because the EU has many representatives state languages, but also That's why that multilingualism has become a standard here: in high schools they study at least two foreign languages
“Learn German! Lern Deutsch! Anyone who relies only on the English language risks encountering difficulties in communication in certain situations; he will never meet his interlocutor in his native communicative space without an intermediary; he misses the chance to stand out from the general background due to exceeding the communicative norm. It is “German plus English” that is the ideal combination for students of foreign languages: thanks to the special linguistic proximity, such a combination provides advantages in studies and is the key to success
It is in the interests of Russia to add a second foreign language that is significant in the world to the educational portfolio of young citizens, since this step will contribute to their competitiveness in the implementation of plans, both their own and the country. The strategic goal of this advertising campaign is the introduction of two mandatory foreign languages for learning in in senior classes of Russian schools Studying the language of Germany, a country that is Russia’s strategic partner in the field of modernization, would be a logical choice as a second foreign language
“Learn German! Lern Deutsch! Since the decision on the compulsory study of two foreign languages in Russia is made not at the federal level, but at regional level, then the given goal and the context for its implementation must be reasonably presented to the structures and persons responsible for making such a decision: Education authorities at the regional and local level School management Parents and students
For each target group, it is necessary to select its own arguments, which are implemented in the three components of the advertising campaign. Slogans, color codes and “wordplay” of the three components of the campaign are connected with each other and structurally form each element of the campaign. The components of the campaign reveal the idea of multilingualism, clearly demonstrating that German - in addition to the proximity with the English language, it is also connected with Russian, and that there are many opportunities to comprehend this linguistic connection
“Learn German! Lern Deutsch! German words in Russian transliteration: the unusual attracts the eye, arouses curiosity, but with each subsequent poster it becomes clearer: German is understandable on its own (or even with the help of English) “Be in the know! Learn German! The yellow component awakens emotions
“Learn German! Lern Deutsch! The advertising effect of the described components is based on their seriality: for example, a series of visually interconnected posters with a similar play on words, located on the wall along an endless metro escalator... Recognition is ensured by repeating the logic of the components in all elements. Thus, the film tells about three attempts to advertise the German language in a news broadcast: first, two announcers with a serious look present dry statistical facts about the German language and Germany; then, in a more free manner, they tell the story of two people whose successful careers depended on their knowledge of German; and finally, they “get used to” the German language, and that’s great!
“Learn German! Lern Deutsch! The advertising campaign attracts attention due to its intensity visual information; and then awakens, through the “unusuality” of the wording, the desire to study the German language. At the same time, the information is presented as if “by the way” and with a certain amount of self-irony in order to break precisely this – typically German – stereotype. The concept of the campaign is aimed, first of all, at consistent long-term exposure, which is ensured through measures that continue after the campaign itself expires
“Learn German! Lern Deutsch! Affiliate programs - cooperation with business representatives German companies operating in Russia support the teaching of German at a school or university in the region in which they operate, thereby raising their image among employees and the population Options for partnership support, for example, assistance in equipping classrooms, providing funds for the purchase of educational materials, professional development of teachers and school exchange, proposals for production practice are compiled by the advertising campaign team into modules and provided to partners in the form of a “package of offers”
“Learn German! Lern Deutsch! Advertising kits “German as a foreign language” Distribution of 200 kits to German language teachers for them to carry out promotional campaigns at meetings with school leaders, with representatives of educational authorities and at parent meetings Provision of various information and advertising materials for display, distribution and decoration of premises in which promotions are carried out; detailed “instructions” on how to use these materials, guides to argumentation and answering questions (later on, training for animators of the advertising program “German as a Foreign Language”)
“Learn German! Lern Deutsch! Competitions “Learn German by playing” (from regional rounds to the finals in Moscow) are an integral element of the campaign, including the development of new formats (for example, nationwide tournaments in video bridge format or online) Launch of “viral” advertising in social networks and awards for the best videos on the topics: “How the German language made me super smart, super rich, super beautiful”; “How many languages does a person need?” Competition for users mobile phones"The most interesting german word in Russian"; photo competition “My Germany in Russia”
“Learn German! Lern Deutsch! Language festivals and educational conferences Language festivals in three largest Russian cities like cultural events advertising campaign. Attitude towards youth: fun - colorful - bright Two interconnected conferences with the participation of authoritative experts from Russia and Germany: “Modernization - Education - Communications” in Moscow (spring 2011) “Russian language in multilingual Europe” in Germany (autumn 2011 G.)
“Learn German! Lern Deutsch! “Classic” advertising campaigns Intensive banner advertising in the metro - at stations and on trains - first in Moscow, St. Petersburg and Novosibirsk; further advertising in public transport in other cities Active participation in regional industry exhibitions, presentation of a new stand and promotional materials for an advertising campaign Placement of banners on the Internet, purchase of contextual advertising, advertising in print media; placement of an advertising film on local TV channels, as well as promotional videos on radio, etc. “Learn German! Lern Deutsch! Distribution as part of an advertising campaign; by direct mailing to decision makers; as part of the “German as a Foreign Language” program packages; in the form of advertising donations, at industry exhibitions and language festivals, etc. Various standard design options, information and educational material for decoration and distribution
“Learn German! Lern Deutsch! Information and educational materials Advertising brochures and argument cubes DVD with the film "News about German" and CD "Goethe.zip" Didactic and teaching materials and a reading book on the topic “German plus English” Special issue of vitamin.de magazine on the topic “Multilingualism”
“Learn German! Lern Deutsch! Decoration of premises and distribution of materials Posters and postcards (4 different motifs for all three components of the advertising campaign) Stickers, bags, calendars, badges, candies, notepads, pencils 3 collages with different motifs “Germany in numbers / words / languages”
