PROBLEMS OF TEACHING MINORITY LANGUAGES IN THE CONTEXT OF GLOBALIZATION: THE CASE OF ALTAIC LANGUAGES

Abstract

The article examines the current challenges of teaching minority languages in the context of globalization, using Altaic languages as an example. These languages function in a complex sociolinguistic environment and demonstrate varying degrees of vitality. The study is based on an analysis of contemporary scholarly publications in sociolinguistics, pedagogy, ethnopedagogy, and language policy, enabling a comprehensive understanding of language shift processes, the decline in the number of speakers, and transformations in the functional status of minority languages.

Particular attention is paid to theoretical approaches to the study of minority languages, including the concepts of language vitality, language death, and intergenerational language transmission. The paper emphasizes that globalization strengthens the dominance of major international languages, resulting in the restriction of the use of Altaic languages in education, media, and digital environments. The analysis reveals that the most vulnerable factors include the decreasing number of native speakers, the lack of modern teaching and methodological materials, the limited availability of professionally trained teachers, and low student motivation to learn their native language.

The article systematizes contemporary approaches to addressing these challenges, including bilingual and multilingual education, the use of digital educational technologies, the implementation of ethnopedagogical teaching methods, and international projects aimed at the preservation and revitalization of minority languages. Special attention is also given to international experiences in language revitalization, which demonstrate the effectiveness of comprehensive strategies combining educational policy, governmental support, and community initiatives.

It is emphasized that the sustainable development of Altaic language teaching is possible only through the systematic interaction of educational institutions, language policy, and digital technologies. The findings of the study have both theoretical and practical significance for the development of effective language education models aimed at preserving linguistic diversity in an increasingly globalized world.