Introduction. The article analyzes issues related to the ways and conditions for the formation of bilingualism among students studying at faculties of a pedagogical orientation; substantiates the relevance of these considerations; competencies that should be the result of training graduate students of pedagogical faculties are analyzed. A number of aspects of psycholinguistic science are presented, aimed at optimizing the process of mastering a foreign language and structuring the communicative-speech behavior of future teachers using non-native language, which are characterized as a tool for the development and implementation of intercultural communication, including teaching, upbringing and regulatory.

Materials and methods. The material for analysis was the curriculum of such disciplines as “Russian language and culture of speech” “Foreign language”, “Pedagogical rhetoric”, “Speech practices”, Russian language in professional communication ”,“ Business English ”,“ Fundamentals of business communication ”, which form the universal competencies responsible for the different types of verbal communication that graduates should have, the Federal State Educational Standard. The analysis of scientific and methodological literature, descriptive and distribution methods used in writing this article are the main analysis tools.

Results. The aspects of learning a non-native language, the formation of communicative-speech behavior in a non-native language are revealed; the formation of bilingual skills “supports” the assimilation and implementation in pedagogical work of such competencies as the implementation of social interaction and the realization of their role in the team, business communication in oral and written forms in the state language of the Russian Federation and a foreign language, the use of various types and forms of oral and written communication in Russian, native and foreign languages.

Discussion. The formation of bilingual skills among students in pedagogical universities should be guided by the goals of using them in professional activities; in this regard, among the diverse classifications of bilingualism, it is necessary to choose the type of bilingualism that will be sufficient to carry out professional communication of a certain level with a certain addressee. Higher education requires a differentiated approach to determining ways and means of forming bilingualism in students of all profiles, since not everyone may need a fluent or relatively fluent command of a foreign language in the working process. An important factor in the formation of bilingual skills is the student’s motivation: graduates plan their pedagogical activities either in the field of teaching academic disciplines and creating programs, educational management, or in the field of upbringing and social work, tutoring, organizing extracurricular activities, group communication, and intercultural interaction.

Conclusion. The relevance of the tasks of forming bilingual skills among graduates of pedagogical universities is determined by the socio-cultural and economic situation: the possibility of teaching in foreign-language schools, the expansion of the area of bilingual children, the need to conduct scientific work and create publications in a foreign language, as well as the right to improve their skills in educational institutions abroad. The requirements of modern schools and professional education are in the areas of intercultural communication, organization of educational activities and extracurricular activities with bilingual children, establishment of business communication in teaching, assimilation of a different culture, acculturation, implementation of integrative processes in education, project management, the topics of which are related to the development of a non-native language.  Therefore, students at the faculties of pedagogical direction should work on the formation of bilingual skills that meet the requirements of the modern educational paradigm.

When forming bilingual skills of students, teachers should be required to identify the level of their knowledge, skills and abilities in the field of speech activity in a foreign language; as a necessary stage of training programs, it is necessary to identify the motivation for mastering a foreign language by a particular student; it is important to determine what content is invested in the concepts of bilingual skills, the formation of bilingualism;

The concept of bilingual skills should be based on knowledge of the classification of bilingualism, determining the level of bilingualism in which the graduate is interested ideally, teaching a foreign language has the goal of forming a productive bilingualism, but in reality, at best, at the end of a foreign language course, students master perceptual bilingualism;

As a condition for effective formation of any type of bilingualism in students of pedagogical direction, it is necessary to create a motivational background for mastering a foreign language

Currently, there are pedagogical, methodological and technical opportunities to develop the optimal trajectory of foreign language acquisition by both a group of students and one student in accordance with their motivation, professional orientation, the level of existing bilingual skills and personal qualities;

The leading approach in the process of forming bilingualism is the activity approach, activation of various types of speech activity ¾ listening, reading, speaking, and interpreting.

6. Balandina I.D., Moskvitina T.N., Yuzdova L.P. & Nikitina Ye.Yu. (2019), “Mastering toponyms by Students-Foreigners while studying a Language (On the material of the Russian and English Languages)”. VI International Multidisciplinary Scientific Conference “Social Sciences & Arts SGEM 2019” (Ancient Science. Archaeology, history, philosophy, language and linguistics, health policy and services), Vienna, Austria, April 11-14, vol. 6, no. 2.1, pp. 221–228. (Scopus).

7. Efremenko L.V. (2018), Izucheniye bilingvizma na sovremennom etape i osobennosti detskogo bilingvizma [The study of bilingualism at the present stage and features of children's bilingualism]. Vestnik kostromskogo gosudarstvennogo universiteta, Seriya “Pedagogika. Psikhologiya. Sotsiokinetika”, 24, 3, 178‒180. (In Russian).