Gabdulkhakov Valerian Faritovich. Общие сведения. Персональная страница сотрудника КФУ. Казанский (Приволжский) федеральный университет.
Institutes and Faculties
Gabdulkhakov Valerian Faritovich
Габдулхаков Валерьян Фаритович
Gabdulkhakov Valerian Faritovich
Positions 
Academic Titles 
  • Professor (09.09.1993)
  • Corresponding member of the Academy of Sciences of Tatarstan (23.06.2023)
Languages 
  • English (Independent Speaker)
Additional information 
  • A study of the Department of pedagogy and methods of preschool education There are many villages, small towns, pre-schools and schools in Tatarstan (one of the regions in Russia) where children study either in their mother tongue or in two languages. In such situations there may be different frameworks for sucheducation – a coordinative framework when a child easily switches between thesemantic basis of two languages (such cases are rare); a subordinate frameworkwhen a child thinks in and fluently speaks his/her mother tongue (Tatar,Chuvash, or Mari) and poorly in his/her second language (Russian); and a mixedframework when rules of one language overlap with the rules of another whichresults in a child poorly speaking both languages. Bilingualism can be good orbad but it has a major impact on intellectual, communicative, and moraldevelopment of children. Contemporary psycholinguistics consider it an ideal bilingualism when a child freely switches between languages, i.e., fluently speaks both languages. However, if a child studies three languages simultaneously (let̕ s say, Tatar, Russian, and English), then two semantic frameworks (i.e., meanings of words) overlap with the third – with Russian, Tatar or English. It is very important to determine how it happens for every child, which would help to develop an overall strategy for coordinated and simultaneous learning of three languages. Dissociated language training leads to a mixed bilingualism which can slow down not only speech production in the mother tongue but also the overall intellectualdevelopment. The spread of mixed bilingualism currently observed in pre-schools and schools can result in a child unable to speak any language – neither the mother tongue nor the second language. Studies of problems associated with preschool language learning show the need for developing a special didactics, i.e., linguistic didactics of pre-school education. The technology is built up on several psychological and methodical principles. The development of bilingualism and multilingualism in Russian schools  with the support of these characteristics contribute to the solution of task complex, provided with all humanities training, forms pupils’ individual way of verbal behavior. Gabdulhakov, Valerian F., 2014 - Methodology of multicultural education: Monograph: Academic essays / Valerian F. Gabdulhakov. Inchudes bibliographical references and index. Series 'Preschool education'. 2014 The University of Oxford. Printed the publication of the UK Valerian F. Gabdulchakov (2017). Educating Teacher for a Multicultural School Enviroment. Intercultural Communication: Strategies, Challenges and Research. Monograph. Chapter 1. Nova Science Publishers. Hauppauge, NY, United States, 2017. ISBN: 978-1-53611-823-0
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https://kpfu.ru/Valeryan.Gabdulhakov&p_lang=2
Experience:
 40 years 1 months   from 16.08.1978
Scientific and pedagogical experience:
 41 years 9 months   from 16.08.1978
General experience:
 43 years 2 months   from 16.08.1978
Experience in KFU:
 17 years 2 months   from 02.09.2007
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