Elena N. Dyatlova

This study investigates the specifics of organizing bilingual education for foreign language specialists to prepare them for teaching agency. The relevance of the research is driven by the need to integrate systematic training for educators in bilingual teaching into modern higher education practices, fostering student development through their initiation into the values of different cultures. This necessitates a foundational study of the methodological principles for creating professionally oriented bilingual training systems. The aim of the research is to identify and substantiate the methodological foundations for constructing a linguodidactic system of bilingual foreign language training for preservice foreign language teachers, which determine the conceptual framework for its understanding and the practical aspects of its implementation. The research is based on contemporary scientific studies in the fields of philosophy, psychology, linguistics, pedagogy, and linguodidactics, enabling an interdisciplinary characterization of the bilingualism essence and the specific features of bilingual education within the system of pedagogical education. The scientific inquiry was carried out relying on the systemic, anthropological, and poly-subjective approaches. The research methods employed included: interdisciplinary analysis and synthesis, logical-methodological analysis, mental modeling, abstraction, systematization, idealization, and explanation. An original interpretation of the concept "system of bilingual training for preservice foreign language teachers" is proposed, defined as a logically structured and orderly functioning pedagogical integrity. This system ensures the readiness of future specialists for simultaneous command of two foreign languages, to an equal or varying degree of proficiency, and their use in teaching activities and intercultural communication. The undertaken research allowed for the generalization of scientific and theoretical prerequisites and the development of an integral structural system of methodological tools for designing a linguodidactic system of bilingual foreign language training for preservice foreign language teachers. This system includes methodological approaches, principles, regularities, and methods. The obtained results can be used in further scientific studies of bilingual training systems and in the practical professional education of foreign language teachers. The prospects for implementing the developed methodological provisions and their application for designing a linguodidactic system of bilingual foreign language training for preservice foreign language teachers are outlined.