Koreans occupy a special place among the multinational population of the Sakhalin region. Currently, this is the second (after the Russians) largest demographic group of the population of the Sakhalin region [National Composition..., 2004, p.120]. Its main core consists of people of Korean nationality who were forcibly brought to Karafuto 1 by the Japanese authorities on the eve of and during World War II. The Korean diaspora was subjected to severe exploitation and was used as a labor force in the most difficult industries. Koreans were forbidden to speak their native language, were forced to wear Japanese surnames and visit Japanese temples. The policy of the Japanese authorities towards Sakhalin Koreans led to the loss of their national identity.

Therefore, during Japanese rule, there were no Korean schools on Karafuto. As the authors of the Seoul textbook on Korean history point out, "...the policy of genocide of the Japanese colonial regime towards the Korean people was also manifested in the field of education. By distorting our history, destroying our national culture, it (Japanese imperialism. - Park Seung-y) strongly introduced the Japanese spirit and culture in Korea, (...) imposed a ban on the use of Korean language and writing. (...) At first, to appease the population, the colonialists spread the theory of ethnic unity between Koreans and Japanese. They then forced Koreans to study Japanese history, speak Japanese, and take an oath of allegiance to the Japanese emperor. In the process of Japanization, they even forced to change their surnames and first names to Japanese. This policy was aimed at wiping the Korean people off the face of the earth, turning them into a submissive colonial nation" [History of Korea, 1993, p.235]. That is why Korean children had to go to a Japanese school.

The author of an article in the Korean newspaper of Yuzhno-Sakhalinsk writes:: "At that time, I was studying in a Japanese school, and the name was also Japanese - Yasuda, everyone was taught in Japanese. So it was very difficult. In addition, we studied together with Japanese children and were always humiliated by them, and they called us "chesen nappa" (Korean salad of fresh vegetables) "[Ahn Myung-bok, 2000, p. 5].

With the advent of Soviet power, the situation changed. First of all, Korean schools were opened everywhere. After the liberation of South Sakhalin in 1945, the Koreans were left to fend for themselves by the Japanese, so they had to adapt to new living conditions and a new ideology. In order to quickly adapt them to the realities of Soviet life, the authorities decided to create educational institutions for Korean children in the liberated territory in order to revive the national culture, customs and traditions through language learning.

In 1945-1947. The Civil Administration of South Sakhalin decided to convert Japanese schools to Korean ones, so that all subjects were taught in Korean. The first Korean elementary schools were opened on November 15, 1945 in Esutora (now Uglegorsk) and on November 30, 1945 in Shiritori (now Makarov)

1 This was the name of part O. Sakhalin south of the 50th parallel during Japanese rule (1905-1945).

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Sakhalin region [GAHK, f. P-35, op. 1, d. 1856, l. 3]. In December of the same year, 7 more schools were opened in different districts of the region. By January 15, 1947, 27 primary and 8 incomplete (seven-year) Korean schools were operating on Sakhalin, where 3004 students were enrolled [GASO, f. 171, op. 1, d. 68, l. 102, 105, 106]. They each employed teachers from local Koreans. Most of them were people who were educated in Japanese schools. Naturally, they followed the Japanese training system in their work. Therefore, on January 17, 1947, Order No. 30 of the Sakhalin Oblast was issued, according to which all Korean schools were to switch to the Soviet education system from January 20, 1947 [GASO, f. 171, op. 1, d.31, l. 108]. However, the work of Korean schools faced great difficulties. There were no textbooks, programs, or methodological developments at all. None of the teachers had a teacher's education. There were not enough premises, school equipment, technical training facilities, etc.

As a result, students did not receive a full-fledged education, their level of knowledge was much lower than that of students in Russian schools. In 1947, only 16 schools successfully passed the transition and final exams, while students of the remaining 20 schools remained in the second year. In order to correct this situation, the Sakhalin Regional Administration sent a letter to Moscow with a request to organize the translation of Russian textbooks into Korean and send Korean graduates with teacher training to Sakhalin. In the summer of 1946, together with the Institute for Advanced Training of Teachers (IUU) in Yuzhno-Sakhalinsk, oblono conducted advanced training courses for teachers of Korean schools, and in 1947, 40 teachers of primary (four-grade) and 25 teachers of incomplete secondary schools were able to improve their knowledge in monthly courses [GASO, F. 171, op. 1, d. 31, l. 168, 169]. In September 1952 in Poronaysk (Sakhalin region) The Korean Teacher Training College was opened, which during its existence (until 1964) graduated 400 specialists. Its graduates have made a great contribution to the education of Korean children and still successfully work not only in educational institutions, but also in other sectors of the national economy of the Sakhalin region. After the closure of schools on Sakhalin in 1964, many of them went to work in the editorial office of the newspaper "Po Leninsky Puti" (since 1991 - "Se Goryeo sinmun" - "New Korean Newspaper"), in the editorial office of the Korean-language radio broadcasting" Urimal bansongguk "(since 2004 - "Urimal Banson KTV" - "New Korean Newspaper").Korean language TV programs") and other organizations and institutions in the region and beyond.

In Korean schools, all subjects were taught in Korean, while Russian was taught only as a second compulsory language. Therefore, graduates faced great difficulties in entering universities. This is how representatives of the Sakhalin Korean diaspora, who once studied in Korean schools, assess this fact. "I graduated from the Korean seven-year program. Then he moved to the 8th grade of the Russian school. At first, it was very difficult, because I didn't know Russian very well. But then I pulled myself up and started getting good grades, especially in my favorite math and physics classes. Of course, the Russian score was 3, " recalls Im Jong Hak, a resident of Yuzhno-Sakhalinsk;" The level of knowledge of the Russian language was insufficient "(Ahn Chun De, former editor of the Se Goryeo Sinmun newspaper); "Very weak knowledge" (Park Hyo Ryong, president of the Sakhalin Koreans regional public organization"); "There were difficulties in applying for a job or university" (Teng Tae Sik, Adviser to the Sakhalin Koreans regional public organization) 2. Thus, the lack of knowledge gained in Korean schools, mainly in the field of Russian, forced Koreans to reconsider their views on the education of children. More and more Korean parents started sending their children to Russian schools.

The CPSU's policy of "Russification" of society also affected national politics. The process of assimilation has affected nations and nationalities inhabiting one-sixth of the globe. National cultural centers and schools began to close. According to the decision of the Sakhalin Regional Executive Committee No. 169 of May 13, 1963, there are 11 Korean schools in Sakhalin

2 Extract from the answers to the questionnaire questions during a survey of Sakhalin Koreans conducted by the author in 2002.

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They were transformed into ordinary Russian-speaking languages [Bok Zi Kou, 1993, p. 107]. Poronaisk and Yuzhno-Sakhalinsk pedagogical schools have ceased to exist. The Sakhalin regional Committee of the CPSU, the regional executive Committee, and Oblono explained the decision to close them as follows: first, there is a shortage of Korean language teachers and a low level of pedagogical training; second, there is a weak supply of teaching materials and equipment; third, the low level of knowledge of students, especially in the field of Russian; fourth, parents ' desire to transfer their children to Russian schools. But the main, hidden reason was the "Russification" of all spheres of life in Soviet society. As a result, the majority of second-and fourth-generation Sakhalin Koreans began to learn Russian and gradually forget their native language. According to the 1989 census, 63% of the Korean population of the Sakhalin Region do not know their native language (Bok Zi Kou, 1993, p.108).

During the years of Perestroika, when there was a radical renewal of all aspects of the life of Soviet society, changes also affected the sphere of interethnic relations and national and cultural policy. After 1985, as a result of radical socio-economic and political reforms, the process of reviving national culture began, in particular, the resumption of Korean language teaching in Sakhalin. Since 1987, the editorial office of a Korean newspaper published in Yuzhno-Sakhalinsk has been receiving letters requesting the opening of courses, schools, and other forms of Korean language instruction, as Koreans by that time had no opportunity to learn their national language. Although it should be noted that the Sakhalin Korean diaspora, compared to Koreans living in other regions of the former Soviet Union, largely preserved their native language, national traditions and customs. Therefore, in March 1988, at the initiative of the newspaper's editorial board, the first group was organized to create a textbook of the Korean language, which resulted in a Korean primer. The next step in 1988 in the city of In Yuzhno-Sakhalinsk, with the support of the Korean community, an elective course for learning the Korean language was created on the basis of secondary School No. 9 based on the method of bilingual mixed teaching, which was the beginning of the revival of Korean language teaching in the Sakhalin region. In the cities and regional centers of the Sakhalin Region, teachers began to open electives in Korean on the basis of general education schools.

However, Korean language teaching in the region has faced a number of challenges. It should be mentioned that there were very few professional teachers with appropriate philological education among the Korean language teachers. In some schools, this subject was taught by people of other specialties without the necessary scientific and methodological training, who took up teaching their native language solely out of enthusiasm, which we must pay tribute to. In order to improve the professional level of teaching staff, special courses were organized in 1988 at the Institute for Advanced Training of Teachers, to which teachers from the DPRK were invited as mentors. This was the first experience of improving the methodological level of teachers, which marked the beginning of the annual holding of such courses.

An important contribution to the training of Korean language teachers was made by the Yuzhno-Sakhalinsk State Pedagogical Institute( hereinafter-USSPI, now-SahSU), where in September 1988 the Department of History and Korean Language was opened on the basis of the Faculty of History. Later, in December 1991, it was transformed into an independent Faculty of Oriental Studies, and then, in 1998, into the Institute of Economics and Oriental Studies (hereinafter - IEI) of SakhSU. Over the 18 years of its existence, the Institute has trained more than 180 specialists with knowledge of the Korean language.

Along with the personnel problem, there was also a shortage of Korean language textbooks, teaching aids, and audio-visual equipment. During the initial experience of teaching Korean, teachers decided to take the methodology of teaching Korean as a foreign language as a basis, introduce it from the 2nd grade in general education schools, and increase the number of teaching hours.

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At the same time, the massive interest in the Korean language prompted the opening of various courses for students with different degrees of language proficiency. According to the results of the first half of the 1991/92 academic year, 1,124 students studied Korean in various types of schools. Along with the introduction of teaching in general education schools, Korean was also studied as a compulsory language at the Yuzhno-Sakhalinsk Pedagogical School, gymnasium, and Eastern Lyceum, and the creation of circles and faculties in other educational institutions and enterprises began.

Korean was taught in schools in Yuzhno-Sakhalinsk. 4, 9, 11, 12, 15, 21, 22, as well as in the gymnasium, the Lyceum of arts and the eastern lyceum. Children from kindergarten No. 42 and the Rosy Elephant Boarding House in Yuzhno-Sakhalinsk are trained under an individual program, which indicates a qualitatively new stage in the education of preschool children.To further improve the effectiveness of this program, it is necessary to work out in detail the issue of continuity of teaching Korean in kindergartens and schools.

On the initiative of the Ministry of Education of the Republic of Korea, together with the Sakhalin Regional and South Sakhalin City Departments of Public Education, the Education Center of the Republic of Korea on Sakhalin was established on December 10, 1993. The charter of the Center states that "the main goals of its activities are: creation of a general education institution based on educational programs of the Republic of Kazakhstan, training and retraining of Korean language teachers, introducing residents of the city to the history and culture of the Republic of Korea, conducting permanent training seminars for native Korean speakers, establishing links between Korean language schools and the Republic of Korea, organizing and conducting in-depth Korean language courses for students of a teacher training school and a teacher training institute, organizing internships for Korean language teachers in the Republic of Korea, students of the pedagogical school and pedagogical Institute, school students" [Charter..., 1993].

In 1992, on the basis of secondary school No. 9 in Yuzhno-Sakhalinsk, a school with an in-depth study of the Korean language was established by order of the regional UNO No. 137-OD of September 30, 1992. The Yuzhno-Sakhalinsk City Department of Public Education provided additional funding for the maintenance of a new type of school, provided assistance in recruiting teachers, strengthening educational and material resources school databases, changes were made to the curriculum. For this school, the experiment "Teaching the Korean language, instilling skills of national culture and traditional customs from the 1st grade" was approved. Already in 1993, the Korean language was studied in 29 secondary educational institutions of the region. In the same year, a total of 1,504 students studied Korean in schools, gymnasiums, and lyceums.

Unfortunately, currently in the Sakhalin region there is a decline in activity and desire to learn the Korean language. This trend can be traced according to the following table:

1946

1950

1993

2005

Number of educational institutions

36

72

40

15

including:

schools

36

72

29

9

higher education institutions

-

-

1

2

kindergartens

-

-

-

1

non-governmental organizations

educational institutions

-

-

10

5

Number of teachers

110

215

54

31

Number of students

3000

5308

1896

1747

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Thus, the process of reviving the language and culture has acquired not a quantitative, but a qualitative character, which imposes a great responsibility on all its participants, since it is necessary to improve and develop the methodology of teaching the Korean language. The priority tasks can be a constructive review of all textbooks and the content of Korean language teaching, as well as the search for new forms of teaching that combine extracurricular and classroom work.

Language plays a crucial role in the self-identification of the people. The attitude to the language-native or foreign-always acts as a sensor that responds sensitively to social and socio-psychological processes in society. The life and work of the multinational population of the Sakhalin region, where about 30 thousand Koreans live among people of different nationalities, confirm this idea. A fair language policy of the state is a necessary condition for the normal development of society as a whole. In other words, all citizens of Korean nationality should have real opportunities to master their historically native language. Encroachments on opportunities to learn Korean infringe on a person's language and speech competence and, thus, hinder their self-realization in the modern world. Therefore, it is indisputable that the Korean language should be included in the list of compulsory subjects for students of Korean nationality. The native language should become an essential personality-forming factor necessary for the versatile development of representatives of the new generation and the full realization of their capabilities in future independent life.

list of literature

Ahn Myung Bok. We have the right to sue / / Se goryeo sinmun. 10.06.2000. Yuzhno-Sakhalinsk.

Bok Zi Kou. Koreans on Sakhalin. Yuzhno-Sakhalinsk: Sakhalin Center for Documentation of Modern History, 1993.

State Archive of the Sakhalin Region (GASO).

State Archive of the Khabarovsk Territory (GAHK).

History of Korea. Seoul, 1993.

National composition and language skills, citizenship, Moscow: IIC "Statistics of Russia", 2004. (Results of the All-Russian population census of 2002 / Feder. government service. stat. In 14 vols. Vol. 4. Book 1.)

Charter of the Education Center of the Republic of Korea on Sakhalin. 8.12.1993.

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