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Рубрика: SCHOOL EDUCATION
Файл статьи: PDF
DOI: 10.26170/po19-01-04
Abstract: The article is devoted to problematic issues of training junior school children in Russian in the context of interconnected teaching languages in bilingual educational activity. The purpose of the article consists in scientific justification of the fact that interconnected training in languages is closely connected with the formation of a conscious attitude to language and speech and facilitates the cognitive development of students. Metalinguistic ability, and specifically the interlinguistic one, which can be observed in children even at preschool age is one of forms of manifestation of a conscious and inquisitive attitude to language and the speech. It has become clear that metalinguistic abilities of a bilingual pupil appear together with realization of bilingual communication and their own bilingualism. The authors believe that the metalinguistic activity of bilingual children is triggered off at different stages of intellectual and linguistic development and stays longer, without disappearing by the time of schooling, and undergoing transformations in the whole course of the person’s life. On the basis of an analytical survey of the works of Russian and foreign scholars and the outcomes of experimental teaching at primary schools, the article provides a theoretical and methodological description of the metalinguistic activity of children in the ontogenesis, analyzes the results of the written works of the pupils, and generalizes the data of the pedagogical questionnaire of the teachers devoted to the practice of interconnected training in the native and Russian languages. The authors have defined the basic principles of design of the methodical system of interconnected training in native and Russian languages which allow one to outline the ways of organization of effective bilingual training and formation of a balanced bilingualism in children. The conclusion that it is necessary to designate the formation of metalinguistic abilities in junior school children as a separate task at the lessons of Russian opens up a new perspective for further research.
Key words: Bilingual education; interconnected teaching languages; cognitive development; metalinguistic abilities; metalinguistic skills; interference; intercalation; transposition; Russian; Russian lessons; junior schoolchildren.

For citation

Unarova, V. Y. Development of Metalinguistic Abilities in Bilingual Pupils of Elementary School as a Separate Problem of Teaching Languages / V. Y. Unarova, E. A. Khamraeva // Pedagogical Education in Russia. – 2019. – №1. – P. 31-37. DOI 10.26170/po19-01-04.