Abstract
The purpose of this study is to reveal theoretical, methodical as well as organizational principles of content framing of bilingual process development of primary school-aged children’s intellectual abilities. The study draws attention to the functions and features of the process, bilingual system’s content and structure and scope of bilingual system of intellectual abilities development. The author defines fundamental principles of content framing of intellectual abilities development, content components of intellectual abilities development, developments stages and task types that contribute to implementation of the above-mentioned stages. Having carried out the research, the author draws the conclusion that to develop bilinguals’ intellectual abilities one should implement a bilingual task system aimed at developing intellectual abilities that comprises lingual, scope (intellectual and creative) and personality (developing) components as well as a set of class fragments that show the use of task system that enables to gradually complicate the tasks both in general and within each stage.
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