Theoretical and methodological foundations of bilingualism in children in preschool educational institutions

Abstract

The article is devoted to the problem of the formation of Russian- Uzbek bilingualism in preschool children in the conditions of a multicultural and multilingual environment in Uzbekistan. It objectively arises in the conditions of the need to teach children the Uzbek language as the state language in preschool institutions with a predominantly Russian-speaking organization of the educational process. As it turned out, the process of the formation of bilingualism in children is faced with a number of contradictions that arise between the sociolingual specifics of the region of the country and the language situation in preschool institutions, between the real level of proficiency in the native language and Russian by preschool children; between the level of development of language consciousness in children and the methodological tools used in the formation of bilingualism.