Introduction. In modern society, bilingualism is becoming the leading trend in language development. The problem of bilingualism is becoming relevant for many educational organizations, which means that the task of the school is to organize competent psychological and pedagogical support for the process of adaptation of children with bilingualism among Russian-speaking peers. The article presents the results of a study of the level of social adaptation of students with bilingualism, analyzes the factors influencing the success of the socialization of children to unfamiliar conditions, describes the elements of the program of psychological support for students that contribute to familiarization with new sociocultural conditions. The purpose of the article is to substantiate the author's position and the system for assessing the level of social adaptation of students with bilingualism, to substantiate the effectiveness of the forms and methods of psychological and pedagogical support for students in an educational organization.

Materials and methods. The main research methods are the analysis of scientific literature devoted to the study of the issue of bilingualism, the features of the process of adaptation of students with bilingualism, observation, the study of the individual characteristics of students with difficulties in perceiving a non-native language, the identification and analysis of the problems of socialization of bilinguals in new conditions of learning and living. The study used diagnostic methods aimed at studying the personal characteristics of bilingual schoolchildren, the process of their adaptation, the psychological climate in the team, the emotional attitude of students to school, peers, and teachers.

Results. As a result of research activities, diagnostic methods were selected, adapted and tested to determine the level of social adaptation of students, as well as effective directions, methods and forms of psychological and pedagogical support for students with bilingualism, contributing to their successful socialization. In the course of experimental work, psychologists, primary school teachers, speech therapists of an educational or-

ganization developed methodological recommendations for conducting remedial classes in extracurricular activities, taking into account the specifics of building communications for children with bilingualism, which contributed to the formation of communication skills in Russian in various situations (household, educational communication with peers and adults). Organized psychological and pedagogical support helped students to more easily adapt to the educational organization and get involved in the educational process.

Discussion. It is emphasized that the results of specialists' observations and research confirm the need to organize psychological and pedagogical support for students with bilingualism for their successful social adaptation and familiarization with new sociocultural conditions. The involvement and awareness of all participants in the educational process in accompanying schoolchildren with bilingualism will be reflected in the ability of children to overcome the feeling of fear, anxiety about the need to interact with Russian-speaking classmates, and on the ability of students to participate in the course of frontal work in the classroom. The adaptation of students with bilingualism is important for their families, in which they begin to play the role of an interpreter, tutor for their non-Russian-speaking family members.

Conclusion. It is concluded that the complex and well-coordinated work of all participants in educational relations in the framework of the psychological and pedagogical support of students with bilingualism contributes to successful social adaptation and favorably affects the development of each student in the context of educational activities. Pupils become active, interested members of the class team, they form a generally positive attitude towards learning, towards school. However, it is worth noting that some elements of anxiety, emotional tension, aggressiveness, and a decrease in interest in the activities performed remain after graduating from elementary school, which becomes the subject of correctional work by a teacher-psychologist at the second stage of education for students with bilingualism.

Approaches to the implementation of psychological and pedagogical support for students with bilingualism in addressing their adaptation and socialization in the educational organization are described;

Diagnostic tools for studying individual characteristics of bilingual students, their emotional state, psychological climate in the team, adaptation mechanisms are selected and described;

Practices of implementation of psychological and pedagogical support of students with bilingualism in the conditions of general educational organization are presented.

1. Bubnova I.A. (2019), Fenomen bilingvizma v sovremennykh sotsio-kulʹturnykh usloviyakh [The phenomenon of bilingualism in modern sociocultural conditions], Nauchno-prakticheskiye materialy II Vsemirnogo kongressa “Zapad-Vostok: peresecheniye kulʹtur” v Yaponii 2019g — Kioto [Scientific and practical materials of the II World Congress “West-East: Crossing Cultures” in Japan 2019 — Kyoto], Universitet Kioto Sango, Izdatelʹstvo “Tanaka

Print”, Japan, Kyoto, 1, 582–587. ISBN 978-4-905726-36-4 (In Russian).

2. Lazurenko S.B., Solovieva T.A., Terletskaya R.N. & Konova S.R. (2021), Problemy zdorovʹyesberezheniya obuchayushchikhsya s ogranichennymi vozmozhnostyami zdorovʹya v obrazovatelʹnykh organizatsiyakh Rossiyskoy Federatsii [Problems of health saving of students with disabilities in educational institutions of the Russian Federation], Integratsiya obrazovaniya, 25, 1, 127–143. DOI 10.15507/1991-9468.102.025.202101.127-143. (In Russian).

3. Rozentsveig V.Yu. (1972), Osnovnyye voprosy teorii yazykovykh kontaktov [Basic questions of the theory of language contacts], Novoye v lingvistike: yazykovyye kontakty, 6. рр. 5–24. (In Russian).

4. Belyanin V.P. (2003), Psikholingvistika [Psycholinguistics], Izdatelʹstvo Moskovskogo psikhologo-sotsial'nogo instituta, Moscow, 232 p. ISBN 978-5-89349-371-9. (In Russian).

5. Vereshchagin E.M. (1969), Psikhologicheskaya i metodicheskaya kharakteristika dvuyazychiya (bilingvizma) [Psychological and methodological characteristics of bilingualism (bilingualism)], Izdatelʹstvo Moskovskogo universiteta, Moscow, 159 p. (In Russian).

6. Androsova Yu.V. (2013), Psikhologicheskiye usloviya formirovaniya dvuyazychiya u detey doshkolʹnogo vozrasta [Psychological conditions for the formation of bilingualism in preschool children], Vestnik Severo-Vostochnogo federal'nogo universiteta imeni M. K. Ammosova, 1, 109–114. (In Russian).

7. Velichenkova O.A. Rusetskaya M.N. & Lagutina A.V. (2021), Spetsialʹnaya pedagogika i psikhologiya v polilingvalʹnoy realʹnosti [Special Pedagogy and Psychology in Multilingual Reality], Rossiyskiy zhurnal issledovaniy bilingvizma, 1, 31–38. (In Russian).

8. Borovikova M.V. & Lazutina E. (2015), Formirovaniye kommunikativnoy i sotsio-kulʹturnoy kompetentsiy uchashchikhsya na primere integrirovannogo uroka (iz opyta raboty) [Formation of communicative and socio-cultural competence of students on the example of an integrated lesson (from work experience)], Vestnik pedagogicheskikh innovatsiy, 1, 5–14. (In Russian).

9. Goncharova V.A. & Kats E.E. (2013), Osobennosti ovladeniya pisʹmom mladshimi shkolʹnikami — inofonami [Peculiarities of mastering writing by junior schoolchildren — speakers of other languages], Sbornik materialov IX Mezhdunarodnoy nauchnoy konferentsii “Spetsial'noye obrazovaniye”, 24–25 aprelya 2013 goda [Proceedings of the IX International Scientific Conference “Special Education”], Izdatelʹstvo Leningradskogo gosudarstvennogo universiteta imeni A.S. Pushkina, St. Petersburg, April 24–25, 2013.рр. 55–58. ISBN 978-5-8290-1253-3. (In Russian).

10. Babkina N.V. & Korobeinikov I.A. (2020), Psikhologicheskoye soprovozhdeniye rebenka s zaderzhkoy psikhicheskogo razvitiya [Psychological support of a child with mental retardation], Мonografiya, Moscow, 213 p. ISBN 978-5-02-040806-7. (In Russian).

11. Shcherbak S.G. (2020), Formirovaniye ustnoy monologicheskoy rechi detey s minimalʹnymi dizartricheskimi rasstroystvami: problemy i perspektivy [Formation of oral monologue speech in children with minimal dysarthric disorders: problems and prospects], Мonografiya, Chelyabinsk, 2020. 180 p. ISBN 978-5-907284-84-5. (In Russian).

12. Guseva T.S. (2010), Preduprezhdeniye narusheniy chteniya i pisʹma v usloviyakh dvuyazychiya [The prevention of reading and writing disorders in the conditions of bilingualism], Vestnik Chuvashskogo gosudarstvennogo pedagogicheskogo universiteta imeni I.Ya. Yakovleva, 3-2 (67), 80–84. (In Russian).

13. Borodina V.A. & Reznikova E.V. (2019), Riski narusheniya pisʹma u detey-bilingvov iz semey migrantov [Risks of writing disorders in children - bilinguals from migrant families], Nauchno-prakticheskiye materialy II Vsemirnogo kongressa “Zapad-Vostok: peresecheniye kulʹtur” v Yaponii 2019g — Kioto [Scientific and practical materials of the II World Congress “West-East: Crossing Cultures” in Japan 2019 — Kyoto], Universitet Kioto Sango, Izdatelʹstvo “Tanaka Print”, Japan, Kyoto, 2, рр. 408–414. ISBN 978-4-905726-36-4 (In Russian).

14. Shcherbak S.G. & Druzhinina L.A. (2019), Podgotovka spetsialistov dlya raboty s detʹmi, ovladevayushchikh russkim (nerodnym) yazykom v usloviyakh spetsialʹnogo obrazovaniya [Training of specialists to work with children who learn Russian (non-native) language in conditions of special education], Nauchno-prakticheskiye materialy II Vsemirnogo kongressa “Zapad-Vostok: peresecheniye kulʹtur” v Yaponii 2019g — Kioto [Scientific and practical materials of the II World Congress “West-East: Crossing Cultures” in Japan 2019 — Kyoto], Universitet Kioto Sango, Izdatelʹstvo “Tanaka Print”, Japan, Kyoto, 1, 615–621. ISBN 978-4-905726-36-4 (In Russian).

15. Kudryavtseva E.L. (2022), Tandemistika. Ispolʹzovaniye onlayn-tandema dlya izucheniya inostrannogo yazyka i sokhraneniya rodnykh yazykov u yestestvennykh bilingvov. Metodicheskiye osnovaniya integrirovannogo neformalʹnogo obucheniya [Tandemistics. Using an online tandem to learn a foreign language and preserve native languages among natural bilinguals. Methodological foundations of integrated non-formal education]. Мonografiya, Moscow, 217 p. ISBN 978-5-4497-1422-0. (In Russian).

16. Chirsheva G.N. (2001), Osobennosti formirovaniya slovarnogo zapasa rebenka-bilingva [Peculiarities of the formation of the lexicon of a bilingual child], Problemy det·skoy rechi, 5, 126–143. (In Russian).

17. Povalyaeva G.A., Zinyakova A.A. (2016), Osobennosti pisʹma u mladshikh shkolʹnikov s bilingvizmom [Features of writing in junior students with bilingualism], materialy IX Mezhdunarodnoy nauchnoy konferentsii “Aktual'nyye voprosy sovremennoy pedagogiki”, sentyabr' 2016 goda [Materials of the IX International Scientific Conference “Topical issues of modern pedagogy”], Samara, September 2016, рр. 53–55. (In Russian).

18. Belousova N.A., Grigorieva E.V. & Kovtun R.F. (2020), Innovatsionnyye podkhody k podgotovke pedagogov nachalʹnogo obrazovaniya: teoriya i praktika [Innovative approaches to the training of primary education teachers: theory and practice]. Мonografiya, Chelyabinsk, Yuzhno-Uralʹskiy nauchnyy tsentr RAO, 2020.408 p. ISBN 978-5-907284-70-8. (In Russian).