FORMATION OF A BILINGUAL SYSTEM OF BILINGUAL CHILDREN 

Karpushkina Elena Aleksandrovna, Candidate of pedagogical sciences, associate professor, sub-department
of pedagogy and psychology of primary and special education, Pedagogical Institute named after V. G. Belinsky,
Penza State University (Penza, 40 Krasnaya str.), karpuschkina@penza.net

371.927

Modern Russian school solves the adaptation and maladjustment problems, as well as the problem of teaching Russian to bilingual students. In scientific literature there may be found miscellaneous formulations of the notion «bilingualism » and similar terms. Scientists frequently prove controversial ideas of the impact of bilingualism on the development of different areas of personality and cognition, which is stipulated by the multiple-factor nature of this phenomenon. A distinction should be made between mastering a second language in childhood, adolescence and adulthood. Under 5–8 years, the assimilation of the mother tongue and the second language adheres to the same laws and mechanisms, after 8–11 years the probability of natural assimilation of non-mother tongue patterns decreases and more attention is paid to the language structure. The link between educational institutions and society, interaction with parents, consideration of language and culture in the course of bilingual education, favorable social conditions are of great importance for teaching a second language. Extracurricular activities, Russian-speaking social circle, high speech and linguistic competence are essential conditions for bilingual students’ progress in Russian. Nowadays a new scientific field, Ontobilinguology, is intensively developing, which combineses the problems of bilingualism and child speech and defines the conditions of formation and development of children’s bilingualism.

bilingualism, bilinguality, second language, mother tongue, ontobilinguology.

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