Introduction. The content of the article discusses issues related to the analysis of factors and methods of the formation of bilingualism among students receiving education in educational institutions of the pedagogical direction; the relevance of this issue isindicated; competencies are presented as the results of the learning process of graduates, future teachers. A list of the provisions of psycholinguistics presented that explain the process of mastering a foreign language at different levels and mastering communicative-verbal behavior in a foreign language, which is a means of building professional pedagogical intercultural communication.

Materials and methods. The material for the research was the curricula of the following disciplines: “Russian language and culture of speech”, “Foreign language”, “Actual problems of communicative education”, “Psycholinguistics”, “Pedagogical rhetoric”, “Speech practices”, “Russian language in professional communication”, “Theory of speech activity”, “Business English”, “Fundamentals of business communication”,  “Functional basis of speech”, structuring universal competences that represent various types of verbal communication and result in the educational process of the future teacher, as well as the Federal State Educational Standard. Descriptive and distributive methods, a review of scientific and methodological literature used as the main analysis tools.

Results. The provisions of mastering a foreign language, building communicative-speech behavior in it are presented; emphasizes the thesis that the development of various types of bilingualism among student teachers determines the formation of such competencies related to the implementation of social interaction, the definition of their own role in the team, the assimilation of oral and written business communication in the state language of the Russian Federation and a non-native language, the use of various types and forms of oral and written communication in Russian, native and foreign languages.

Discussion. The structuring of bilingualism among students of pedagogical universities takes into account the complex of goals of pedagogical communication; focusing on the specifics of communication situations, it is necessary to choose from all the available types of bilingualism exactly the one, the use of which will allow realizing effective professional communication and achieving the necessary teaching, educational and developmental goals.

Fluency or relatively fluency in a foreign language may not be required for every student, in this regard, higher education is expected to develop a differentiated approach to programs for the acquisition of a foreign language and speech behavior in the process of professional communication by students of different pedagogical profiles, the definition of technologies, the content and volume of linguistic and cultural material. A necessary condition for the formation of any type of bilingualism is the student's motivation: future teachers see their own careers either in teaching disciplines and creating curricula, educational management, or in educational activities and social work, group communication of interests, organizing extracurricular activities, intercultural interaction, and tutoring.

Conclusion. The relevance of the problems of structuring knowledge, skills and abilities of bilingualism among future teachers is due to the economic and socio-cultural situation in society: the need to teach in foreign language classes and educational institutions, an increase in the number of bilingual students, the possibility of organizing scientific and experimental work and writing articles in a foreign language, as well as raising their own qualifications in foreign educational institutions. The developing spheres of intercultural communication, the organization of educational and extracurricular processes with bilingual students, the implementation of business communication in the educational process, the implementation of cultivation and acculturation, the implementation of integrative processes in a general educational institution, design topics that “work” on the acquisition of communication skills in a foreign language — all this activates research on the formation of bilingualism among students of pedagogical specialties. It follows from this students of the named direction need to conduct systematic classes that structure bilingual skills in accordance with the requirements of the current educational situation.

Structuring bilingualism among students - future teachers - requires an obligatory level of their knowledge, abilities and skills in the field of speech behavior in a particular foreign language; a necessary stage in the preparation of programs of linguistic academic disciplines is to determine the motivation for studying a foreign language by students of any pedagogical specialty; the theoretical problem of the content of the concepts of bilingualism and its types, bilingual skills is considered important; 

Knowledge of the types of bilingualism must be laid down as a base for the content of the concept of bilingual skills and for assessing the level of bilingualism that must be formed in a graduate; at the end of the course, students master mainly perceptual bilingualism, although the main goal of teaching a foreign language is productive bilingualism in professional pedagogical communication;

In the formation of bilingualism among students of pedagogical specialties, there is a need to monitor the area of areas of using bilingual skills in professional and pedagogical activities; the modern educational situation is characterized by the property of sustainable development of bilingual primary schools, in which the teaching staff is able to a certain extent to conduct educational work in any foreign language;

The motivational vector is a primary factor in the effective structuring of any types and types of bilingualism among pedagogical students;

One of the main conditions influencing the process of mastering a foreign language is the student's personal mental properties; the main ones are the properties of perception of oral and written signs (namely, a person is a synesthetic, visual or auditory); linguistic memory, mastery of the norms of the native language, the development of the skill of coherent speech, knowledge of the functional styles of the language and mastery of their means and genres are assessed as important factors;

To form an optimal “roadmap” for mastering a foreign language on the basis of appropriate motivation, both one student and a group of students have developed a wide range of pedagogical technologies and psycholinguistic solutions that harmonize the conflict between the level of knowledge of a particular foreign language by students and the requirements of the pedagogical process with a foreign language segment;

The activity approach is characterized as the main one, the only one most effective in the trajectory of the formation of bilingualism in future teachers; attention should be focused on various types of speech activities aimed at working with the text as the main communicative unit (listening, reading, retelling, commenting, interpretation, abstracting).

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