PLANNING AND SELF-CONTROL IN THE COGNITIVE REGULATION OF PRIMARY SCHOOLCHILDREN WITH UNBALANCED HERITAGE BILINGUALISM

Abstract

The article concentrates on searching for missing knowledge about the influence of unbalanced heritage (inherited) bilingualism on the cognitive regulation of a child with high speech activity in a second (Russian) language. The study involved junior schoolchildren 7-8 years old: 1) the main group (N=22) - the children with unbalanced heritage bilingualism (who inherited the Tatar language with different levels of linguistic competence in respect of native and Russian languages), 2) the comparison group (N=30) - monolingual children with speech activity in Russian, who study in educational institutions of the Udmurt Republic. According to the results of empirical research, along with a greater severity of the planning indicator the plasticity and flexibility of the cognitive regulation system of the bilinguals has been established, which provides the integrative potential for regular opportunities. We assume that these advantages arise from the activation of bilingual interaction of language systems.