Pedagogical discourse of a bilingual - future teacher of the Russian language

Abstract

Learning of the Russian pedagogical discourse of a bilingual person plays a great role in science, because this discourse is based on ethno-cultural/bilingual consciousness, cognitive processes, speech activity and communicative behavior peculiarities. The relevance of the study is determined by the need to analyze pedagogical discourse of a bilingual Komi-Permyak bachelor in the process of training for the profession of a Russian language teacher. The aim of the research is to build a model of communicative-verbal act of a bilingual in different educational environments: monolingual (Russian-speaking), bilingual (Komi-Permyak-Russian), multilingual in multi-ethnic classes. Research materials include scientific sources on cognitive science, psycholinguistics, discourse studies, bilingualism; textbooks and manuals on teaching Russian as a native/non-native tongue/foreign language; scientific works on comparison of Komi-Permyak and Russian languages. The research methods are the following: involved observation of the process of educational communication, analysis of the Russian-language pedagogical discourse of a Komi-Permyak bachelor bilingual personality, communicative speech acts modeling. The study proved that the pedagogical discourse of a bilingual teacher of the Russian language specifically reflects the processes of ethno-linguistic consciousness, manifested in cognitive, speech, linguistic and methodological activity, and communicative behavior. Communicative acts are not perfect and should be controlled by the bilingual consciousness of the teacher and vary depending on the certain audience. Pedagogical discourse research both from the side of the teacher bilingual personality and of students provides grounds for effective training of a future teacher at the university. The results of discursive analysis are presented by models of communicative speech acts based on different learning environments and addressees, that allow to create linguistic and methodological base for a future bilingual teacher of the Russian language, who will be ready to teach Russian-speaking monolinguals, bilingual Komi-Permyaks, students with different native languages.