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BACK TO ISSUE CONTENT | HERALD OF CSPU 2018 № 8 Pedagogical sciences
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DOI: 10.25588/CSPU.2019.48.45.014
UDC: 81-13
BBC: 74.26
L. P. Yuzdovа ORCID
Professor, Doctor of Philology, Professor of the Department of Russian Language, Literature and Methods of Teaching Russian and Literature, South-Ural State Humanities-Pedagogical University
E-mail: Send an e-mail
N. V. Lukinykh ORCID
Associate Professor, candidate of pedagogical Sciences, Dean of the elementary school teacher training department, South-Ural state Humanities-Pedagogical university
E-mail: Send an e-mail
TEACHING RUSSIAN LANGUAGE FOR YOUNGER STUDENTS OF FOREIGN LANGUAGE AND BILINGUAL
Abstracts

Introduction. The relevance of the study is due to the need to teach the Russian language to younger schoolchildren who have little command of the Russian language due to the fact that the language is not native to them, as well as those primary schoolchildren who do not speak Russian.

 

The purpose of the study is to develop and describe the methodological foundations of teaching Russian language to junior school children, foreigners and younger schoolchildren, bilinguals.

Materials and methods. In the course of the study, psycho-pedagogical, linguistic and psycholinguistic literature on the problem was analyzed, the experience of teachers was summarized.

Results. It is noted that inofony precedes bilingualism, in which a person learning a non-native language develops a peculiar skill of switching, switching from the main, native, language to a secondary, necessary for mastering, the language. The goal is to acquire a persistent skill that can be so worked out that the speaker ceases to notice the very moment of transition from a native language to a non-native language.

Discussion. Training foreigners and bilinguals has both general and private characteristics. Thus, the program for teaching the Russian language to a bilingual child includes the following directions: informing students about the grammar of the Russian language, about the processes of forming words, constructing word combinations and sentences (language competence); the development of oral and written speech in the process of writing stories, writing essays, etc. (speech competence); introduction to the communicative environment and child care (communicative competence). In the aggregate, the linguistic, speech and communicative competence of a bilingual child is evidence of its successful adaptation in a foreign language and communicative environment. The program for teaching the Russian language a child-inofon differs from the program for working with bi-linguals and includes the directions: creating a student's vocabulary and phrasal baggage in the process of communication with a teacher, parents, peers (conducting thematic vocabulary dictations, conversations, etc.) (speech and language competence); the inclusion of the stu-dent in the communication in the classroom and extracurricular activities using the child's lexicon created in the Russian language (speech

 

and communicative competence); familiarity with the grammar of the Russian language (change of words, especially the construction of phrases and sentences in Russian) (language competence).  During the work, the teacher needs to identify the specific difficulties of teaching reading and writing to junior bilingual students and foreign students, to make adjustments to the general program on the basis of its experimental approbation from the standpoint of working with certain children in a certain situation.

Conclusion. The problems of foreign language and bilingualism need further complex synthetic analysis by the joint efforts of representatives of various branches of knowledge, whose research should create a common, complete picture, supplement the concepts of these language processes. The study of the problem remains relevant: contacts of people speaking different languages are becoming widespread, it is necessary to form a linguodidactic training base.

Keywords

inofony, inofon, bilingualism, bilingual, mixed language, interference, speech competence, language competence, communicative competence

Highlights

Teaching the foreign language and bilinguals to the Russian language in elementary school, the teacher should know the method of forming vocabulary in bilingual children, the basics of teaching phonetics and graphics of the Russian language, methods of teaching reading and writing, signs of the sentence as the basic unit of communication; be able to select effective methods and methods of vocabulary formation, classify children's mistakes in the process of speaking, use elements of the sound analytic-synthetic method in teaching reading and writing to bilingual children, use the principle of modeling in teaching the construction of sentences, coherent texts, retelling the read; possess the principles of selection of educational material for classes, methods of work of a corrective nature in correc-ting shortcomings in pronunciation, methods of developing phonemic


hearing in foreign children and bilingual children, methods of teaching children to read based on lexical-grammatical analysis of words, methods and methods of teaching cheating printed text, design tasks of multi-level nature when teaching work on the proposal and coherent text.

REFERENCES

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