PECULIARITIES OF FOREIGN LANGUAGE AND CULTURE PERCEPTION BY BILINGUALS

Abstract

INTRODUCTION After years of bilingualism studies, all the facts indicate that it has a positive effect on personality development, regardless of age. That is why educators in many countries emphasize the need to implement a policy of bilingualism in education. The facts show that the governments of most countries are pursuing a policy of monolingualism. Therefore, only 25% of nearly 200 countries recognize two or three official languages. But despite such a conservative government policy, more and more children are receiving education in several languages, and their numbers are already outnumbered by those who learn only one mother tongue. Pedagogical sources use the terms "bilingual learning" and "bilingual education", traditionally considering education as a process and a process result. Today, bilingual learning is a means of gaining bilingual education and the process of forming a personality open to interaction with the outside world. Since, in the process of bilingual learning, foreign language is considered not only as a means of daily communication, but also as a tool for cognition of the world, special knowledge, they as a result achieve a high integrative level of linguistic and subject competence. Bilingual learning contributes to broadening the students' worldview through comparative analysis of foreign language cultures, forming a tolerant attitude towards alternative views related to the national specificities of different peoples as well as stimulates the need for further education and selfdevelopment, which is a prerequisite for professional activity in the modern world. However, achieving these goals is only possible if the right model of bilingual learning is chosen, which should take into account the needs and capabilities of not only society but also students.