Participants of the conference in Karachayevsk demanded compulsory study of native languages. Questionnaire on issues of native language and traditional culture

RESULTS OF THE SURVEY

Dear friends!

The results of a survey of the IPM “Supreme Council of Ossetians” on issues of attitude towards the native language and national culture Ossetian people. The overall results are published on the organization’s website (see the address below this material), and everyone can familiarize themselves with them. Let's try to conduct a comparative analysis of them.

While some numbers might have been expected, others came as a surprise to ourselves. And above all, the most unexpected thing was the number of people who took part in the survey. Planned survey of 2-3 hundred people on the fifth day in social media began to disperse at such a rate that on Friday evening we were forced to stop the survey. As a result, the number of participants reached 7556 people.

When viewing the results, 137 damaged questionnaires were found (with unspecified age, nationality, etc.). We did not consider them. Of the remaining questionnaires, 284 were filled out by representatives of other nationalities. This came as a pleasant surprise for us. We decided to analyze their results separately. Their point of view is of undoubted interest to us.

The final results of the survey were certainly influenced by several factors, and we recognize that the results do not 100% reflect the opinion of the entire population of Ossetia. People who are indifferent to certain problems usually tend to ignore surveys on these topics. At the same time, the questionnaire was also filled out by residents of South Ossetia, where, as is known, the state and state status of the native language is somewhat different. This also had a slight impact on the results. But, despite all this, we received good opportunities for comparative analysis.

The first thing that catches your eye is that our women are much more socially active (64.7% of survey participants) than men (35.3%). In the process of discussing and finding solutions to today's national problems, it would be desirable to have at least equal proportions and equal participation.

50.2% of survey participants were born or raised in Vladikavkaz or another city in Ossetia, 40.3% in a rural area, and 9.5% outside Ossetia. The age of the majority of survey participants is between 21-43 years (62.3%), 31.5% are over 43 years old, and only 6.2% are under 20 years old.

In answers to the first question, the respondents almost unanimously answered that knowledge of the Ossetian language is necessary to ensure the future of our people (95.95% - men and 94.32% - women). At the same time, 65.5% of representatives of other nations also think the same, and this is encouraging. 4.7% of Ossetians think that it is better to know their native language, but they can manage without knowing it, and 24.3% of representatives of non-titular nationalities agree with them. Well, 0.4% of Ossetians and 29.0% of representatives of other nations expressed the opinion that there is no need to speak their native language, it is enough to know Russian.

77.5% of male Ossetian survey participants and 81.69% of female respondents have a good command of their native language, and these figures seem to be slightly inflated for the reasons stated above. But still, it is obvious that among the adult population the situation with the Ossetian language is noticeably better than among children. At the same time, more women speaks their native language than men. 10.5% of all Ossetians participating in the survey can speak, but cannot write, and a total of 9.2% speak poorly or do not speak at all. At the same time, among rural residents, 92.28% have a good command of their native language, and 5.57% speak, but cannot write. The same figures among the urban population look different – ​​75.1% and 12.1%. Well, among those who were born or raised outside Ossetia, there are noticeably fewer speakers of their native language - 56.9%.

It is noteworthy that 20.8% of representatives of other nations also speak the Ossetian language well, and 13.4% speak the spoken language. But there are still more of those who do not own – 65.8%.

Among Ossetians, 78.25% of men and 82.15% of women believe that it does not matter how you learn your native language if you want to. Almost as many representatives of other nations think the same. And this fully confirms the need to create conditions in the republic for the emergence of such a desire among our population, that is, to stimulate the study of the Ossetian language.

59.44% of men and 54.5% of women imagine their native language as the key that opens the door to the treasury of the people, somewhat less - as a means of communication with representatives of their nationality. 6.05% of Ossetians and 14.4% of representatives of other nations consider their native language to be archaic and doomed to extinction. It seems that among the general population these percentages are somewhat higher.

Answers to the question “Who has more responsibility for teaching children their native language?” turned out to be quite unexpected for us. Only 5.63% of survey participants placed this responsibility on the school, while 80.71% placed this responsibility on the family. Perhaps the results were affected personal experience each: positive in the family and negative at school. Education workers, and us too, have something to think about. The family is undoubtedly responsible for laying the foundation of national identity in the minds of children, but from the age of seven the school must take over this initiative. From this moment on, the family becomes an assistant to the school, and in the learning process the child receives the main part of knowledge and skills from teachers.

Even more unexpected were the results of the answers to the following question about the legality of parents to choose the native language for their minor children. 35.35% of Ossetians think that we should have such a right. Moreover, this opinion is shared by 30.34% of rural residents, 38.3% of urban residents and 42.36% of those born outside of Ossetia. At the same time, there are many more men who think so than women. This is the opinion of 66.2% of representatives of other nations. And if, given the current educational standards and federal regulations a third of Ossetians do not consider their native language to have no alternative; the threat of finding themselves in the future without this language is not so illusory. And in this case, we have another question: “Do we feel fully responsible to our ancestors, who passed on priceless treasures from generation to generation so that they could reach us? Do we feel an even greater responsibility to our descendants, to whom, through our fault, these treasures may no longer reach?”

This is confirmed by the answers to the following question. 51.86% of Ossetians place individual rights above the rights of society. Such survey results would be quite typical for European or North American countries. There, individual rights always prevail over the rights of society, and there is nothing special about that. After all, they do not have the concepts of “sykhbæstæ”, “khæubæstæ”, “myggag”, and each person lives primarily for himself, checking his actions with his personal rights and the laws of the state. Disunity in Western society obvious and completely natural. On this basis, ties within this society are weakening, the institution of the family as a social unit is being destroyed, and demographic problems are deepening. How more people thinks about his personal pleasure, much less about the surrounding society, its needs and its future. Fewer marriages, more divorces, a catastrophic decline in the birth rate, forcing states to fill this gap by importing millions of emigrants. Everyone knows what consequences this leads to. The worldview of Ossetians has always been based on social consciousness. “I” and “me” were placed lower than “we” and “us, the whole society.” This is where the concepts of “æfsarm” and “ægdau” grew, since they could only be applied to others, to society. The last 30-35 years have greatly changed our consciousness, and the results of the survey confirm this well. This is not a vice of the survey participants, but rather a disease of Ossetian society. How to treat it? Let everyone try to answer this question on their own.

The answers to the question about spiritual, moral and material values ​​were expected, but it is also obvious that many could not answer frankly. Only 1.33% put material assets higher. However, here too, almost half (45.26%) believe that one does not interfere with the other and, perhaps, this is correct. But very often in real life the situation poses the question bluntly, “either this or that,” and then the answer of many is different. Material wealth has taken up too much of a place in our lives, crowding out spiritual and moral values.

What is Iron Ygdau? We listed five answer options, and the overwhelming number of respondents (63.80%) believed that all of the above are components of the Iron Age. At the same time, only a few specifically noted table etiquette and almost no one mentioned faith or religion. Useful information for those who believe that Ægdau should be observed only at the table, as well as for those who start talking about this Ægdau exclusively with the “Ossetian religion”. It is also interesting that for almost a third of representatives of other nationalities, Iron Ygdau is traditions and customs.

68.41% of the survey participants, Ossetians, believe that the Ossetian language and Ygdau are closely related and cannot survive separately, while 28.7% think that one can well exist without the other. In other words, in their opinion, one can be a speaker of Iron Ægdau without knowing the Ossetian language. Is it right to think so?

It is gratifying that 91.9% of Ossetians think that it is necessary to know and observe the Iron Law. 62.3% of representatives of other nationalities also think so, but 12.7% of them are of the opinion that ægdau is not relevant today and one can do without it.

79.58% of Ossetians try to follow the rules of Iron Ygdau, but it doesn’t always work, and 18.32% are confident that they always follow them. A total of 41 Ossetians (0.57%) and 26 (9.2%) representatives of other nations said that they were indifferent. We thank them all for participating in the survey and for their frank answers.

According to 57.9% of Ossetians, the responsibility for preserving our Ægdau lies more with the elders among families and neighbors, and 20.57% place it on the leadership of the republic and deputies. Apparently, a tenth of the participants do not agree with them, who believe that this responsibility lies with the Supreme Council of Ossetians (Iry Styr Nykhas). We are happy about this and are ready to take on this responsibility, but it is better together with the first two categories. Moreover, we are ready to share it with other public organizations, to which 30 (0.42%) of the survey participants assign it.

And if 5416 (75.9%) Ossetians say that they will do everything in their power to preserve Iron Ygdau, it would be wonderful to see these people united by this general idea and common intentions. This is a huge army of like-minded people, capable of moving mountains. Why is it that we usually succeed with great difficulty? Why do three Ossetians always have three mutually exclusive opinions? Perhaps the answer to this question lies in the results of the response to question No. 7. And we would like to unite those 3.5 thousand people who put public interests above personal ones, in order to jointly serve these interests for the sake of a better future for our society. By the way, 37.3% of representatives of other nations are also ready to do everything in their power with us to preserve and strengthen the foundation of the worldview of the Ossetian people - Iron Ægdau.

The results of the answers to the penultimate question about the preferred method of raising children are also interesting. Despite all our apparent advancement towards Western values, which they continually shower us with through TV and the Internet, 81.78% of those surveyed spoke in favor of traditional upbringing of children, which also allows for punishment for serious offenses. 5.8% of men and 9.5% of women prefer Western education, based on the power of persuasion and individual rights. As is known, in many countries physical punishment of children is prohibited by law, and in Scandinavian countries, for slapping a child in the face or slapping his bottom, he can be removed from the family forever with subsequent transfer to another family. But it is also well known that in Western countries, violence against children, causing physical harm to them by parents or persons in their stead, is very common. Therefore, through their legislation, they strictly control the process of raising children in a family, which for us has always been a more personal or public matter than a state matter. Our ancestors, with their traditionally strict attitude towards raising children, had neither those nor other extremes. Even blood enemies did not harm children. Children have always been under the care and protection of the entire society. Maybe we should return to this attitude towards our children, and therefore towards our future?

Well, the last question was included in the questionnaire with a specific purpose - to find out your attitude towards the opening of national schools, which is the only Alan gymnasium so far. Judging by a survey in the region15, its opening was the most significant event in the republic in the past year. Children there take all subjects in the Ossetian language, and federal educational standards are not decisive here. Participants in our survey confidently confirmed the need for such schools. 1819 (72.2%) men and 4132 (50.2%) women are ready to send their children to a national school in the future if there is one in their area. What’s even more interesting is that 24.3% of representatives of other nations living with us in Ossetia would also like such schools for their children.

21.12% of respondents (men and women) prefer a regular school, and 20.97% doubt the quality of education in a national school.

I would like to draw the attention of workers in the education system, the leadership of the Republic of North Ossetia - Alania and the Republic of South Ossetia to all these figures. It is obvious that we need more such schools in Ossetia, and this can be a good help in the overall set of measures aimed at preserving and developing our native language.

In conclusion, we would like to thank everyone who took the time and gave frank answers to the survey questions. It’s good when we can sit down together and tell each other what we think about a particular issue. Even anonymously. This gives us the opportunity to better understand the situation and draw the right conclusions.

We will continue this practice in other interesting topics. Your opinion is important to us.

Ruslan Kuchiev,

Chairman of the Coordination Council

MOU "Supreme Council of Ossetians"

Irina Lipchanskaya
Questionnaire for parents “We love and know our native land”

QUESTIONNAIRE FOR PARENTS

«»

Dear parents!

We invite you to answer the following questions:

1. Do you consider it necessary to involve your child? preschool age to culture native land?

2. At what age do you think it is necessary to develop children’s interest in natural And cultural heritage native land?

3. Knows Does your child know the names of city streets and who are they named after? ___

4. Do you pay attention to plant and fauna city ​​and region?

4. Do you and your child visit museums, exhibitions, and cultural events in the area?

5. Do you tell your child about celebrities and heroes of the republic?

6. What places in our republic can you suggest as a route for a family weekend hike?

7. In your opinion, do you have sufficient information about culture, history and nature? native land to answer your child’s questions?

8. Do you think the child learned something new and interesting about history, culture, and nature in kindergarten? native land?

9. Do you need the help of specialists in obtaining information about the nature, history, culture of the area, city, region, or anything else?

10. What do you think can and should be done? parents on local history education of a child?

Thanks for your cooperation!

Group analysis parent survey

Target: study of attitude parents to the need for patriotic education in kindergarten.

In our group, as part of the project "My little one Homeland» , was carried out survey of parents on the topic:« We love and know our native land» . IN survey 14 people participated (Magomedovs and Tyukovs were on vacation). The survey showed that the issue of patriotic education is relevant, so we teachers of the group need to continue working in this direction and highlight it in the team parents.Conclusion: Having analyzed questionnaires, it was revealed that everything parents(14 people) consider it necessary to introduce a preschool child to culture native region and to the question - Do you think the child learned something new and interesting about history, culture, nature in kindergarten? native land? All parents They answered in the affirmative.

To the question - At what age do you think it is necessary to develop children’s interest in natural and cultural heritage native land?answered: -from an early age (early age)-6 hours -from childhood- 2 hours. -from 4-5 years old - 4 hours. -from 6 years old - 2 hours. And to the question - What places in our republic can you suggest as a route for a family weekend hike? - 1 hour Difficult to answer, 1 hour. noted visiting various exhibitions, 7h. for active recreation - mountains and gorges of our republic and only 5 hours. noted our grove, square, parks and river. Terek. Majority parents(7h.) answered that they did not need the help of specialists in obtaining information about the nature, history, culture of the region, city, region, or anything else, 6 hours. answered in the affirmative that help was needed, and 1h. I refrained from answering at all.

In general, according to the results of the analysis questionnaireswe can draw the following conclusion:

Patriotic education is relevant at all times, so we, the teachers of the group, will continue to work in this direction. Teach to know native land , introduce him to his originality, cultivate love for Homeland– these are the tasks not only of the kindergarten, but also of the family.

This work will be more effective if there is a close connection with the family, parents are not only helpers, but also equal participants in the formation of the child’s personality. Majority parents draw attention to the fact that the main work on patriotic education should be carried out by kindergarten, A parents- just help with this.

We believe that cooperation with the family is one of the most important conditions for organizing an effective educational process in a group. In order to parents have become active assistants to teachers, we will continue to involve them in the life of our group.

Publications on the topic:

Lesson summary “We love our city very much” Goal: To continue to form elementary ideas of pupils about their small Motherland - the city of Armavir. Correctional educational tasks:.

In my native steppe, seas and rivers rustle, Gardens bloom, fields sway, You have enchanted me forever, My Donshchina, my homeland! Don... Don land... Don.

Lesson summary for senior preschool children using ICT “Love and know your native land. Nizhny Novgorod" Summary of a lesson for children of senior preschool age on cognitive development (using ICT) “Love and know your native land!”

Summary of physical education and sports entertainment “I love my native land” in the form of a quest game for children of older preschool age Tasks implemented in accordance with the integration of activities: Physical development: promote the accumulation and enrichment of motor skills.

Crane-crane-crane! He flew over a hundred lands. Flew around, walked around, Wings, strained his legs. We asked the crane: “Where is the best land?” - He answered.

Before starting work on the project, a survey of students was conducted: “Do you know the traditions and customs of your family, village, region?" An important prerequisite for the implementation of the project is the readiness of students to study and preserve cultural values of their people in the process of various forms of work.

Questionnaire for students 1. Do you know your family history? I know everything about my parents I know everything about my parents and grandparents I find it difficult to answer I have partial information 2. Are you a native resident of the Shentala region? Yes No I find it difficult to answer 3. Does a person need to know the history of his ancestors? Yes No Optional 4. If necessary, then why? It's a shame not to know the history of your ancestors I'm just interested in seeing my family against the backdrop of history. A person needs to know the history of his ancestors in order to be proud of his ancestors To understand who to look up to In order to know from which good people you happened To know who you are 5. Do you speak your native language at home? Yes No 6. Does your family cook national dishes? Yes No On holidays 7. Do you know the history of your region (village)? Origin of the village, its name Features of speech Traditions and customs of holidays Features of the local costume Legends, fairy tales, traditions Other________________________________________________________________________________ 8. Are there national holidays in your village (district)? - Yes Sometimes No 9. Do you take part in national holidays? - Yes Sometimes No 10. Would you like to expand your knowledge? About the history of the village, district, region About the traditions and customs of your village, region Other__________________________________________________________________________ 11. If yes, then with what? From the stories of their relatives During lessons at school Within additional education(clubs, children's associations) Reference sources, Internet 12. Plans for life after graduation I’ll go to the city, there are more prospects for finding work and developing I will stay in my native village and live for the benefit of the prosperity of my beloved Shentala region Haven't decided yet THANK YOU!

Survey results

“Do you know the traditions and customs of your family, village, region?”

OO JV Children's Art School GBOU Secondary School No. 1 "OC" railway. Art. Shentala

Date August-September 2016

Total number of participants 149 children (from villages of the district)

	Do you know your family history?	I know everything about my parents	I know everything about my parents and grandparents	I know everything about my parents, grandparents, great-grandparents	I find it difficult to answer	I have partial information
		19%	50%	18%		13%
	Are you a native resident of the Shentala region?	Yes	No	I find it difficult to answer
		90%	10%
	Does a person need to know the history of his ancestors?	Yes	No	Optional- But
		99%	-	1%
	If necessary, then why?	It's a shame not to know the history of your ancestors	I'm just interested in seeing my family against the backdrop of history.	A person needs to know the history of his ancestors in order to be proud of his ancestors	To understand who to look up to	To know what good people you come from	To know who you are
		43%	8%	37%	6%	6%	16%
	Do you speak your native language at home?	Yes	No
		79%	21%
	Does your family cook national dishes?	Yes	No	On holidays
		59%	3%	38%
	Do you know the history of your region (village)?	Origin of the village, its name	Features of speech	Traditions and customs of holidays	Features of the local costume	Legends, fairy tales, traditions	Other
		67%	12%	32%	8%	7%
	Are there national holidays in your village (district)?	Yes	Sometimes	No
		80%	20%
	Do you take part in national holidays?	Yes	Sometimes	No
		68%	30%	2%
	Would you like to expand your knowledge?	About the history of the village, district, region	About the traditions and customs of your village, region	Other
		70%	32%	1%
	If yes, then with what?	From the stories of their relatives	During lessons at school	As part of additional education (clubs, children's associations)	Reference sources, Internet
		40%	25%	55%	12%
	Plans for life after graduation	I’ll go to the city, there are more prospects for finding work and developing	I will stay in my native village and live for the benefit of the prosperity of my beloved Shentala region	Haven't decided yet
		26%	10%	64%

Conclusion:half of the children surveyed know the history of their family, not only about their parents, but also their grandparents, the second half was divided in half: of them they know only about their parents, and there are those who know about their great-grandparents. 90% of students are indigenous residents of the Shentali region. Almost everyone (99%) believes that a person needs to know the history of his ancestors and only 1% believes that this is not necessary. Well, firstly (43%) they answered that it is a shame not to know the history of their ancestors, 37% believe that you need to know the history of your ancestors in order to be proud of them, 16% - in order to know who you are. It is gratifying to note that 79% of respondents speak their native language at home, and almost every family (97%) prepares national dishes, of which 38% cook on holidays. 67% of children know the history of the origin of their village, its name, 32% - traditions and customs of holidays, and a small percentage: features of speech, features of costume, fairy tales, legends and legends. The majority of respondents (80%) noted the high activity of national holidays in the village (Chetyrla, Saleikino, Balandaevo, Bagan, Deniskino), less - in the village. Kamenka. 68% of children take an active part in folk holidays, 30% - sometimes, and only 2% of respondents do not take part at all. It is also encouraging that students want to expand their knowledge about the history of the village, district, region (70%), about traditions and customs (32%), both within the framework of additional education - 55%, and from the stories of their relatives - 40%, on lessons at school - 25%, 12% - reference sources and the Internet. 64% have not yet decided on plans for life after graduation, but 26% have decided they will go to the city, and only 10% will remain in their native village and will live for the benefit of the prosperity of their beloved Shentala region.

Schools are not provided with textbooks in their native language, classrooms are not responsive modern requirements, and many teachers are poorly prepared, said the participants of the conference “Problems of preserving and developing the languages ​​of the peoples of the Karachay-Cherkess Republic”. They adopted an appeal to the parliament of the republic with a request to come up with a legislative initiative and propose to the State Duma to repeal the amendments to the law “On Education in the Russian Federation” adopted in 2018, which provide for the voluntary study of native languages.

The conference was held on December 19 at the Karachay-Cherkess State University (KCHSU). In addition to the KCHSU, the organizers were the Ministry of Education and Science of the Karachay-Cherkess Republic, the Ministry of Nationalities Affairs and the Press of the Republic, public organizations "Rus", "Karachay Alan Khalk", "Adyge Khase", "Nogai El" and the Association for the Development of the Abaza People "Apsadgyl", reports correspondent of the "Caucasian Knot" who attended the conference.

Among the conference participants are employees of the Karachay-Cherkess State Humanitarian University, the Karachay-Cherkess Institute for Humanitarian Studies, teachers of native languages secondary schools republics, representatives of national public organizations and national print media.

Teaching the native language is treated according to the residual principle

National public organizations "Karachay Alan Khalk", "Adyge Khase", "Nogay El", "Apsadgyil" united due to numerous requests to take measures to preserve and study native languages, one of the main speakers, the deputy head of the public organization, said during the conference " Karachay Alan Hulk" Karachay-Cherkess Republic Suleiman Botashev.

“Even in rural settlements, residents speak Russian. All four public organizations created working groups and sent appeals to educational institutions republics. A total of nine groups were created, they dispersed to regions and cities, and found out many things that do not contribute to the preservation and development of native languages, but rather destroy what exists. During meetings with teachers and parents, we found out a lot and compiled a final report,” explained Suleiman Botashev.

He expressed regret that no one from the government, except Deputy Minister of Education Elizaveta Semenova, came to the conference. “This is the attitude towards native languages,” he added.

"In schools, teaching the native language is treated on a residual basis. Schools are not provided with textbooks. One textbook is issued for five to seven people. Children cannot study at home using textbooks, there is no such opportunity. Some textbooks do not meet the standards. There are textbooks that have been published still in Soviet times", said Suleiman Botashev.

Classrooms for native language lessons do not meet the requirements for space and equipment

The premises allocated for teaching native languages ​​do not meet the requirements for space and equipment, said Suleiman Botashev. “The classrooms where native languages ​​are taught accommodate 12-13 children, and, for example, in many Karachay classes there are 20-25 people, especially in the city of Cherkessk, where every third student is a Karachay. Native language teachers themselves cannot influence this situation “they can,” says Suleiman Botashev.

As for teaching native languages, many teachers are professionally poorly trained, the speaker noted.

“Many of them do not undergo retraining. At the same time, highly professional teachers need to be encouraged at the level of ministries, departments and public organizations,” Botashev emphasized.

The speaker expressed concern about the reduction of hours for mother tongue lessons in schools. “Previously there were five hours a week. Today there are only three hours of the native language a week, in some schools - two hours,” stated Suleiman Botashev.

He drew attention to the fact that, in addition to those included in the educational process, a number of schools have additional hours for studying native languages. "In the Kubansky, Malokarachaevsky, Zelenchuksky districts, Cherkessk, not a single extra lesson not used for teaching the native language. They use these watches for various events, but not for teaching the native language,” said Suleiman Botashev.

The most important problem, he says, is that there is no state program on studying native languages. “Teachers create their own programs. Systematic approach no," the speaker added.

Parents are starting to give up learning their native languages, he said. “In 2018, changes were made to federal legislation on choosing to study a language as a native language. This is the death of small nations,” says Suleiman Botashev.

He also said that he considers it necessary to train teachers of the native language for preschool institutions and primary classes.

There is no funding for publishing dictionaries or reprinting textbooks

A year ago, a unified commission for the preservation of native languages ​​was created, consisting of representatives of the organizations “Karachay Alan Khalk”, “Adyge Khase”, “Apsadgyil” and “Nogay El”, the deputy head of the organization “Apsadgyil” confirmed during his speech. Ramzaan Mkhtse.

“Native languages ​​are treated on a residual basis. In schools, auxiliary premises are allocated for the study of the native language. The native language should be compulsory for study in schools. Federal legislation must be changed. We propose to enter into cooperation with other national organizations of the country to solve the problems of preserving native languages “The problems in Tatarstan, Buryatia, Udmurtia and other regions are similar. We propose to convene an all-Russian conference to identify all these problems, and then appeal to the country’s leadership so that our initiatives are heard,” Mkhtse said.

He also drew attention to the lack of funding for the publication of dictionaries, reprinting of textbooks, and advanced training of personnel.

We need a state program for the preservation and development of native languages

Karachay, Circassian, Abaza and Nogai languages ​​have the status of state languages, the rector of Karachay-Cherkess said during the conference state universityTausoltan Uzdenov.

“The problem of studying and preserving native languages ​​is systemic in nature. We need a long-term republican program for the preservation and development of native languages. We will prepare an appeal to the leadership of the republic so that it initiates the creation of a commission to develop such a program,” Uzdenov said.

As a result of amendments to federal legislation in 2018, which abolished the compulsory study of national languages, the number of children studying the language of their people has decreased, the vice-rector of KCSU, professor, said during the conference Sergey Pazov.

School directors should meet with parents and explain to everyone what their native language means, said the head of the department of languages ​​of the peoples of Karachay-Cherkessia of the Republican Institute of Humanitarian Studies, Doctor of Philology, during a speech Fatimat Erkenova.

“Teaching the mother tongue should be compulsory, and parents do not have the right to decide for their children whether they should learn their mother tongue or not. None of us knows what our children will grow up to be. Maybe he will become a writer who writes in his mother tongue, or composer. You also need to start learning your native languages. preschool institutions", she said.

Published in recent years textbooks on Circassian literature are not included in the federal list of publications, said during the conference associate professor of the Karachay-Cherkess Institute for Advanced Studies of Education Workers, candidate of philological sciences Marina Dyshekova.

“This requires serious financial resources. This topic was thoroughly disclosed to Russian President Vladimir Putin by the President of the International Circassian Association Khauti Sokhrokov at their recent meeting in Nalchik. Moreover, Sokhrokov spoke not only about the Kabardian-Circassian language, but about all the languages ​​of the peoples of the Caucasus. We will hope that the federal authorities will respond positively to the proposals made,” added Dyshekova.

The conference participants adopted a final resolution in which they decided to appeal to the deputies of the parliament of the Karachay-Cherkess Republic with a request to submit a legislative initiative to the State Duma of the Russian Federation to repeal the amendments made in 2018 to Article 14 of the Federal Law “On Education in the Russian Federation”, which provide for the voluntary study of native languages.

They also decided to appeal to the head of the Karachay-Cherkess Republic Rashid Temrezov with a request to establish the position of Deputy Minister of Education and Science, who will deal exclusively with the study, preservation and development of national languages. In addition, it was proposed to create an inspectorate to oversee the state of learning the national languages ​​of the Karachay-Cherkess Republic and an interdepartmental commission to develop a state program for the development of the national languages ​​of the peoples of the Karachay-Cherkess Republic.

Let us note that Karachay-Cherkessia is a multinational republic. Karachais, Russians, Circassians, Abazas and Nogais are the subject-forming ethnic groups.

In accordance with Part 6 of Art. 14 of the Law “On Education” provides for the choice of the native language to be studied from among the languages ​​of the peoples Russian Federation, including the Russian language as a native language, it is carried out at the request of parents (legal representatives) of minor children receiving education in schools.