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Introduction. The article discusses the problems associated with the formation of bilingualism among students in primary school; their relevance is justified. The competencies that should be formed among graduate students of elementary school faculties with two profiles of training and foreign languages are analyzed. Presented are the modern provisions of psycholinguistic science regarding the process of mastering a foreign language and structuring communicative skills by means of a foreign language, which under certain circumstances is an instrument of cognition, professional and intercultural communication.
Materials and methods. The material for publication was curricula, a list of competencies that students, future primary school teachers, and the Federal State Educational Standard should have. The main research methods were the analysis of scientific and methodological literature, descriptive and distributive.
Results. The article outlines five problems associated with the formation of bilingual skills among students in primary school and the necessary competencies of future teachers, which are necessary to solve these problems.
Discussion. Work with bilingual students, the development and formation of bilingualism in primary school requires the teacher to possess a set of core competencies, including theoretical knowledge, skills related to key concepts of bilingualism theory, intercultural communication, organization of lesson and extracurricular activities, group communication, creation of educational programs.
Conclusion. The urgency of the problems of the formation of bilingualism, teaching bilingual children in primary school is determined by the social situation − the activation of migration processes and the need to educate foreigners with and without bilingual skills in Russian-
Language schools, as well as the opportunity to receive secondary vocational and higher education, as well as employment in other states. A modern school requires teachers who have the ability to communicate in Russian and foreign languages, build intercultural communication, are able to organize lesson and extracurricular activities for bilingual children, and design a curriculum for the formation of bilingualism in elementary school students.
bilingualism, multilingualism, diglossia, mother tongue, bilingual children, intermediary language, theoretical competence, professional and personal qualities of a teacher, speech activity
When learning a second language is necessary in each specific educational situation to decide what is the language acquisition, what level of knowledge is expected to form and for what purpose (this is a problem for a student in high school pedagogical direction and is projected onto the process of learning language in schools);
At the present stage, in the conditions of activation of migration and integration processes, the concept of formation of communicative and speech activity should prevail in teaching a foreign language, and not just familiarization with the rules and vocabulary (the latter is perceived by the majority of students as a useless energy expenditure);
When forming bilingual skills, it is necessary to take into account the cognitive aspect of language acquisition (it is important for the formation of specific cultural or background knowledge for intercultural communication);
When mastering the language, it is necessary to take into account the personal aspect: the already existing level of bilingual skills, mental features of perception of a foreign language, especially the motivation of its development by one or another student;
The above-mentioned factors determine a fairly wide range of competencies that should be formed in students of pedagogical direction to work with bilingual students and to form bilingualism.
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