V. Onina Yugra State University, Khanty-Mansiysk, Russian Federation, [email protected] A. G. Kiselev Ob-Ugric Institute of Applied Researches and Development, Khanty-Mansiysk, Russian Federation, [email protected] N. A. Duka Omsk State Pedagogical University, Omsk, Russian Federation, [email protected]
ABSTRACT
Introduction: actual problems of language policy, its pedagogical aspect, including in historical retrospective are extremely multidimensional. We examine the process and results of teaching the Khanty language at the
Khanty-Mansiysk Pedagogical College of the post-war era. It allows us to determine the place and role of the discipline “Khanty language” in the “design” and representations of the school as a national one, to specify our
ideas about the cultural and linguistic situation in Khanty-Mansiysk National Okrug in the second half of the 40s.
Objective: to determine the role of the Khanty language as a cultural-forming component of the national educational institution – the Khanty-Mansiysk Pedagogical College.
Research materials: summary data on academic performance, texts of dictations in the Khanty language of 1950 College graduates, programs and textbooks, characteristics of graduates and other paperwork of the
College, as well as public education authorities.
Results and novelty of the research: based on a wide range of sources first introduced into scientific circulation, it was established that in the post-war years the Khanty language (along with the Mansi one) was the
only basis for the «national» status of the Khanty-Mansiysk Pedagogical Colleges. This status was perceived by the staff rather more decorative than essential. The attitude to the Khanty language and educational subject on the part of the pedagogical collective was indifferent and even negative, although it was «masked» from time to time by «political» statements of the administration; The programs and textbooks that were used for teaching, contributing to the formation of a certain uniformity in writing and reading, which was extremely important for the 40s, were full of gaps. Along with other factors, this has predetermined the typical errors in writing, and the low quality of knowledge in general. The Khanty language, of course, has adapted and developed to sociocultural changes, but the “center of gravity” of its existence, especially in a specific college environment, long before the “big oil” shifted more and more to the cultural areas of industrial society.
Key words: Khanty language, Middle Ob dialect, National Pedagogical College, teaching methods, knowledge assessment.
For citation: Onina S. V., Kiselev A. G., Duka N. A. The Khanty language at the Khanty-Mansiysk National Pedagogical College, 1945–1950 // Vestnik ugrovedenia = Bulletin of Ugric Studies. 2020; 10 (2): 381–389.