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Background. The relevance of the article is related to the increase in the number of violations of the logic of Russian speech of senior preschool children in a multilingual environment, with the lack of development of methodological techniques for identifying these violations and correcting them in the process of familiarization with works of children’s literature in different languages.

Objectives. To demonstrate linguo-methodological techniques for analyzing presuppositions that determine the logic of speech (correctness of word order, their compatibility, sequence in a sentence), as well as techniques for determining the degree of logical connection of words in Russian texts obtained as a result of their translation by older preschool children from Tatar, English and Chinese; to develop methodological recommendations for working on the logic of children’s Russian speech in a multilingual environment.

Sample. The study (2020-2024) analyzed 333 children’s texts: in Russian — 84, in English — 82, in Tatar — 84, in Chinese — 83.

Methods. The following methods were used: linguistic and psycholinguistic methods of text analysis, identification of presupposition, determination of the degree of logical connection of words in a sentence, mathematical processing of the research results; pedagogical experiments, translation and comparative analysis of texts.

Results. The results of the study were: methodological interpretation of the features of presupposition in Russian, Tatar, English, Chinese; methodological procedures for analyzing the logic of children’s Russian speech in a multilingual environment (analysis of presupposition, degree of logical connection) in children’s Russian speech adapted to the tasks of preschool education; linguodidactic interpretation of the obtained data; methodological recommendations for working on the logic of Russian speech in a multilingual environment.

Conclusions. The study concludes that in order to form the logic of children’s Russian speech, overcome logical anomalies in it, and increase the degree of logical connection, various linguo-methodological techniques are needed to overcome the interfering (negative) influence of a second or third language on Russian speech; promising areas of pedagogical research in the context of developing multilingualism may be technologies for developing children’s speech by means of digital content.

This article presents the linguistic and narrative development of Tatar-Russian bilingual children. The issues of narrative development in Tatar-Russian bilingual preschool children have not been investigated so far, and this is the first attempt to analyze children’s abilities to construct narratives in both languages.

The aim of the work is to analyze the narratives of Tatar-Russian bilingual children and to show their lexical richness using the ratio of lexeme types (TTR) and average sentence length in the narratives. Thus, we plan to find out which language is dominant in bilingual children.

The study involved 2 groups of children aged 4–5 and 5–6 (10 children in each group) who had to compose narratives in both languages – Tatar as a native language and Russian as a second language – by looking at two series of pictures. The total number of stories analyzed was 40 – 20 in Russian and 20 in Tatar. The Tatar language was tested by a native speaker – teacher of a Tatar language at the kindergarten and the testing in Russian was done by one of the authors who is Russian speaking. All the narratives were recorded, transcribed and analyzed in both languages.

Results showed that the children have Russian as a dominant language. However, often narrating in Russian the children were using Tatar words, which show that their vocabulary is not so rich. The knowledge of the children in Tatar language is limited. They vocabulary and the number of sentences per story were limited.

The study, although limited, gives us an inside view the pragmatic aspect of the language of the Tatar -Russian bilingual children. In order to develop balanced bilingualism among the children it is not enough to have few hours lessons in the kindergarten. It is known that the development of the narrative abilities by children in generally is a good bridge to their literacy in primary classes. It is important their narrative abilities to be developed in both languages. Some American and European researchers found out recently that parents reading books in the mother tongue of bilingual children helps them to acquire the literacy in their second language. 

Background. Storytelling skills are essential for people in general and for analyzing the formation of child speech in particular. Oration, coherent speech, monologue, narrative, storytelling are all special names for the ability to generate oral texts, which precedes the written skills both in phylogenesis and in ontogenesis. Without analyzing the dynamics of storytelling, it is difficult to analyze the course of linguistic development in children, specifically in bilinguals.

The purpose of the study is to show on specific examples of mini-longitudinal research how the ability to create a narrative in Russian develops among bilingual preschoolers aged 5–7 years, whether this process has features that distinguish it from a similar process in monolingual children; to summarize the experience of narration training methods used abroad and to offer important didactic techniques for teaching how to create a coherent story.

Design. The features of monologue speech, methods of eliciting and evaluating narratives, their significance in pedagogy, linguistics, and psychology are highlighted. In the experimental part, Russian language stories of two bilingual Russian-Finnish bilinguals collected between the ages of five and seven years with an average time interval of six months are compared. Methods of teaching storytelling offered by foreign teachers are analyzed.

Results. It is demonstrated that the reference material is created for specific research purposes and can reflect more or less accurately the search for a solution to a certain linguistic, psychological, cultural, etc. problem. Adults do not expect logic from a small child but try to extract from what they hear the scheme of ideas that she/he has formed about the relationship of events in reality (if she / he says so, then she/he thinks so). The criteria for evaluating narratives are considered. As a result, it is reported that it is difficult to evaluate stories as an indicator of the verbal ability development. The techniques of storytelling supporting the development of coherent speech, and the dynamics of narrative ability are discussed. The article systematizes teaching methods of storytelling and suggests ways to support the development of the verbal ability.

Conclusion. At the end, it is concluded that in order to be able to tell stories, children need to be at a sufficient level of cognitive development, find relationships between the elements of a fragment of reality, know how the environment is arranged (they must have, to some extent, an established picture of the world), be equipped with sufficient phonetic, lexical and grammatical means, possess a suitable narrative genre and its components, select the right type of narration for the listener.