THE PHENOMENON OF EDUCATIONAL BILINGUALISM IN THE PRACTICE OF TEACHING RUSSIAN AS A FOREIGN AND NON-NATIVE LANGUAGE
A. Nemyka, A. BazhanThe article is devoted to the analysis of the phenomenon of educational bilingualism in the context of teaching Russian as a foreign and non-native language. It examines the differences between natural and artificial bilingualism, as well as the specifics of educational bilingualism emerging in the educational environment of preparatory faculties and universities. The role of the intermediary language, its impact on the cognitive mechanisms of Russian language acquisition, motivation, and students’ communicative activity is emphasized. Special attention is paid to issues of terminological clarity, methodological approaches, and the need to develop programs that take into account the interdisciplinary nature of psycholinguodidactics and effectively integrate Russian language instruction into the broader academic and sociocultural context of bilingual personality development
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