THEORETICAL FOUNDATIONS OF THE DEVELOPMENT OF PRESCHOOL CHILDREN’S ORAL SPEECH IN CONDITIONS OF BILINGUALISM

Abstract

Abstract. Preschool age is especially favorable for the beginning of learning the Buryat language as a second language. The child's language acquisition proceeds spontaneously, naturally and without apparent effort on his part. Preschool children are particularly sensitive to language phenomena, they have an interest in understanding their speech experience. They easily and firmly memorize a small amount of language material and reproduce it well. There are very many Buryats among Russian-speaking children who study Buryat as a second language. This is evidenced by the conclusions of sociolinguistic studies in children's educational institutions of Ulan-Ude and the republic. The article considers the features of the development of oral speech of preschool children in the conditions of bilingualism in a preschool educational institution, which are relevant today. The views of various researchers on the need to improve the methodology of teaching Buryat as a second language in a preschool educational institution and the development of oral speech of children in bilingualism are considered. The reason for the low results of teaching the Buryat language is the insufficient study of theoretical and methodological issues of teaching Buryat as a second language to preschool children. This problem has been investigated in linguistics, but has not been sufficiently developed in the methodology of teaching Buryat as a second language. There are still unresolved problems related to the definition of aimes, content, principles and methods of teaching. There are no special studies devoted to the methodology of the development of oral Buryat speech of preschool children in a bilingual environment. Analysis of the situation on the development of the Buryat language as a second language in the kindergartens of Ulan-Ude in the conditions of bilingualism and programs for teaching preschool children the Buryat language served as an occasion for the development of active methods in the development of Buryat speech of Russian-speaking children. In this regard, it is necessary to develop an appropriate methodology, to improve the theory of learning.