Аннотации:
© 2018, Slovenska Vzdelavacia Obstaravacia. All rights reserved. Modernization of school education in Russia today is conditioned by such an objective circumstance as coexistence in a multicultural space where language is the most important tool by means of which mutual understanding and interaction between representatives of various sociocultural communities become possible. In this connection, it becomes necessary to pay special attention to the problem of the ability of students to effectively participate in the intercultural communication. Proceeding from this, in conditions of the secondary school, a productive solution to this issue is the orientation toward bilingual education. This is also due to the fact that multilingual learning becomes variable in its cultural and educational functions. In this regard, bilingual education is one of the most promising methods of effective education. The following aspects are revealed in the article: Peculiarities of bilingual learning of English and Tatar languages; organization of bilingual education on the basis of didactic principles (the principle of continuity, the principle of situationalthematic focus, the principle of novelty, the principle of variability, the principle of taking into account the native language, the principle of using the nationally-oriented educational material, the principle of semantically given information, the principle of communicability, the principle of psychological stability); the advantage of bilingual education in a national school; practical purposes of bilingual language education; components of the language personality (value, cultural, personal), etc. Thus, the study showed the importance of the problem of taking advantage of bilingual education in a national school. In the course of the research, the results of the experimental work showed the effectiveness of methodological provision of opportunities to improve the skills of foreign language activity in bilingual education.
