The language situation in the classroom and models of Bulgarian language learning in the initial stage

Abstract

The article analyzes the role of the language situation in the classroom for learning the Bulgarian language. The characteristics of a bilingual and multilingual classroom are indicated, which have a key role in planning and organizing the language learning. Various normative documents are presented, which provide support for a smooth transition to Bulgarian language learning at the primary stage for students with a different native /family language, and possibilities for implementing different models for language learning in a bilingual and multilingual classroom are discussed.