Keyword: «bilingual education»

In the context of the effective implementation of bilingual and multilingual education strategies in the Republic of Tatarstan, the present study draws attention to the initiated project «Teacher-Bi- and Multilingual» launched in 2018 at Kazan Federal University. The primary objective of the project is to prepare subject teachers capable of conducting educational activities in three languages and knowing the theoretical and practical foundations of bilingual and multilingual education. The article highlights the necessity for the transformation of didactic support to prepare teaching staff that takes into account the peculiarities of the multilingual educational environment. The existing material, targeting monolingual educational institutions, does not contribute to the effective work of educators in a multilingual environment. Therefore, the author proposes supplementing the set of universal and general professional competences with a special multilingual subject-methodological competence. The research aims to develop a set of measures for forming multilingual subject-methodological competence and evaluate its effectiveness. The study involved an analysis of domestic and foreign scientific literature on the topic, emphasizing accumulated experience in preparing specialists and teachers in multilingualism based on contemporary scientific and methodological approaches. Works dedicated to the formation of subject-specific language competence, the methodological creativity of inventive foreign language teachers, and the development of multilingualism in students of linguistic universities were also considered. The developed set of measures for forming multilingual subject-methodological competence in preservice subject teachers in a multilingual educational environment was pilot tested. The experiment took place over five years at the Institute of Philology and Intercultural Communication of Kazan (Volga Region) Federal University, involving 72 fifth-year students enrolled in multilingual educational programs. The main experimental method included diagnosing the level of competence formation using the international exam Teaching Knowledge Test – CLIL, adapted to the Russian language. The results analysis showed that the majority of participants in the experiment demonstrated an advanced level of multilingual subject-methodological competence. However, students found it challenging to conduct classes using the CLIL methodology due to a lack of practical skills in this area. It is recommended to pay special attention to developing practical skills in preservice subject teachers engaged in multilingual educational programs so that they can successfully apply multilingual methodology in their pedagogical agency. The results of the study will help determine the effectiveness of the proposed measures and their applicability in the multilingual educational environment.

This article discusses the features and advantages of using bilingual education in the school system. The introduction of bilingual education involves the integration of two languages into the educational process, which contributes not only to the development of subject material in different languages, but also to the development of cognitive and cul-tural skills of students. The authors explore the impact of bilingual education on academic performance, learning motivation and intercultural competence of schoolchildren. The arti-cle also analyzes the pedagogical approaches and techniques used in bilingual classes, as well as the problems and challenges faced by educational institutions when implementing this learning model. Based on the conducted research, conclusions are drawn about the need to support and develop bilingual programs to improve the quality of education and prepare students for a globalized world.