Alfiya F. Zinnurova

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.

The purpose of the article is to show the results of a study on the diagnosis and development of historical memory among future teachers of preschool organizations studying in Russian regions with state national-Russian bilingualism. The empirical basis of the study was the pedagogical departments of the universities of Tatarstan, Chuvashia, and Mari El. In the course of diagnosing the level of development of historical memory among future teachers, it was found that more than half of them do not have historical memory, a third of students admit that they are not ready to form historical memory in their future students in educational institutions, many have a poor understanding of events that have historical significance for the country are lost in the concepts of a large and small Motherland characteristic of a bilingual environment.

The problem is that universities practically do not conduct diagnostic monitoring of the development of historical memory; many teachers ignore these issues when students master worldview and communication modules; there is no effective strategy for the formation of historical memory as a basic basis for the education of patriotism and citizenship in classes in the disciplines of the general cultural block. In total, 1886 students and 12 university teachers took part in experiments (diagnostic and formative) over 5 years (2019–2023).

The research methods used were questionnaires, testing, pedagogical observation, pedagogical experiment, generalization of research results at interregional scientific and practical conferences, and mathematical data processing.

The main results of the study were problem areas in the formation (unformation) of students’ historical memory in the conditions of state national-Russian bilingualism, a pedagogical strategy for the development of historical memory in the process of mastering the disciplines of the general cultural block, and methodological recommendations for the formation of historical memory in bilingual regions.

Conclusions. In universities with state national-Russian bilingualism, it is necessary to carry out diagnostic monitoring of the development of students’ historical memory, identify problem areas of this development, and design pedagogical strategies for patriotic education based on the data obtained. Promising areas of pedagogical research can be models, technologies, means of forming historical memory when mastering disciplines of both general cultural and professional blocks, as well as the formation of historical memory in the conditions of scientific research or teaching practice.

The relevance of the article’s subject is due to the need to develop bilingual children’s thinking in their second language – Russian. Reasoning is one of the forms (units) of thinking. We assumed that if, during the acquaintance of children with the works of children’s literature, an analysis of the structure of reasoning is carried out – to determine the main idea (thesis), the type of connection of arguments (sequential, parallel, mixed), to find (and formulate) a conclusion, to distinguish between full and abbreviated reasoning, to use special (lexical) means of connecting parts of reasoning – then the efficiency of reproducing the text heard and discussed, the quality of constructing one’s own reasoning will increase significantly.

The purpose of the article is to show the results of a study on the implementation of the methodology of working on reasoning in the process of familiarizing older preschoolers with works of children’s literature. Reasoning is understood as a unit of thinking, as a compositional form of speech, a functional type of speech that is more characteristic of the scientific style of speech, but is also present in fiction in the form of an author’s view, an author’s assessment and an author’s interpretation of facts.

The course of the study. The pedagogical experiment was conducted on the basis of preschool institutions of the Republic of Tatarstan, in which children learn two languages – Russian and Tatar. At the same time, Tatar is their native language. The experiment took place in 2020-2022. The data obtained were compared with control groups in which no work on reasoning was carried out. The total number of subjects was 476 children of senior preschool age (236 in experimental groups, 240 in control groups). Russian Russian literature In a pedagogical experiment, we tried to focus children’s attention on the structural features of reasoning in works of Russian fiction, to use the identified features in the construction of children’s own statements-reasoning in Russian.

The results of the study turned out to be significant: there are practically no changes in the number of correctly constructed arguments in the control groups, in the experimental groups there is a significant increase (on average by 30%). This proved the positive effect of working on the structure of reasoning.

Conclusion. The results of the study convince that the work on the development of bilingual children’s abilities to reason in Russian should be connected with the definition of the main idea of the work of art, with the identification of arguments proving the main idea of the author, with the formulation of the conclusion that the author wanted to convey to the reader. In this regard, it is recommended to: teach children to find and build a complete reasoning (thesis, proof, conclusion) that explains the ideological content of a fairy tale or story; identify brief (or abbreviated) arguments in literary texts, explain which parts of it and why they are abbreviated; find consistent, parallel and mixed connection of arguments in the arguments and independently build in their statements; use special reference words to connect the thesis with arguments, arguments with the conclusion; offer children tasks, exercises aimed at constructing their own reasoning on various topics.

The relevance of the topic of the article is due to the need to develop competencies in bilingual children related to the construction of original texts in a second language. We assumed that if children explore the mechanisms for constructing coherent speech in different languages, compare the features of their implementation in these languages, independently carry out transposition (positive transfer of coinciding schemes for organizing coherent speech) and overcome interference (divergent schemes for constructing a coherent text), then the quality of their bilingual utterances may improve.

The aim of the study is to show the results of a study on the implementation of the technology of research-based learning to build a text (coherent speech). Coherent speech is understood in the article as a text created using the following mechanisms: 1) interphrase communication, 2) consistent implementation of structural and semantic units, 3) linguistic means of stylistic unity.

The pedagogical experiment was carried out on the basis of preschool institutions of the Republic of Tatarstan, in which children learn three languages – Russian, Tatar, English. The experiment took place in 2018-2022. The data obtained were compared with control groups in which such tasks were not used. The total number of subjects was 2427 children of senior preschool age. In the pedagogical experiment, we tried to transform the traditional methodological scheme into a technological one – research, in which children stop playing the passive role of performers and turn into researchers of the structure of the text (the structure of coherent speech). Coherent speech becomes the object of research for children, the subject is the mechanisms for constructing a coherent text in the first, second, sometimes third languages.

The results of the study turned out to be significant: if in the experimental groups the number of children who were able to construct an original text in the second language increased by an average of 50%, then in the control groups by only 3%.

Conclusion. Research-oriented technology for the formation of textual competencies can be used in teaching different languages. This technology stimulates independent search, teaches to compare the features of two languages, independently carry out transposition (positive transfer of the laws of one language to another language), overcome text interference (the negative influence of the laws of one language on another), develops competencies in the analysis and compilation of coherent texts in the native language, second and third languages.

The relevance of the subject of the article is due to the need to form a grammatical structure in older preschoolers in the second language. The grammatical categories of aspectuality and temporality are the most important categories of coherent Russian speech. It is these categories that cause the greatest difficulties for children. We put forward a hypothesis that if, within the framework of literary education of children, we analyze the categories of aspectuality and temporality – draw the attention of preschoolers to the peculiarities of using the aspect ratios of the Russian verb, teach them to correctly reproduce aspect ratios in the process of retelling the text or compiling their story – then the effectiveness of work on the formation of the grammatical structure of Russian speech, the quality of the construction of coherent Russian speech will increase significantly.

The purpose of the article is to show the results of a study on the use of methodological techniques for the formation of grammatical categories of aspectuality and temporality in the Russian speech of bilingual children.

The course of the study. The experimental work was carried out on the basis of kindergartens with the Tatar language of education of the Republic of Tatarstan. In these kindergartens, children learn two languages – Russian and Tatar. At the same time, Tatar is their native language. The experiment took place in 2020-2022. The data obtained were compared with control groups in which work on the categories of aspectuality and temporality was not carried out. The total sample was 334 children of senior preschool age (161 in experimental groups, 173 in control groups). In a pedagogical experiment, we tried to focus children’s attention on the specific features of the Russian verb, to use the identified features when children construct retellings of the text they heard or when constructing their stories in Russian.

The results of the study were positive: there are practically no changes in the number of speech errors in the control groups, in the experimental groups there is a significant decrease (on average by 34%). This proved the effectiveness of methodological techniques for working on the categories of aspectuality and temporality.

Conclusion. The results of the study convince that the work on the development of the grammatical structure in bilingual children in Russian should take into account the typical speech mistakes of older preschoolers: incorrect use of prefixes and suffixes that convey the specific shades of the verb; the use of verbs of the present tense instead of the past; the use of past tense verbs instead of the present; inability to convey the action in the future tense; incorrect inclusion of imperfect verbs view into the content of the narrative about actions in the past tense. In this regard, it is recommended: to use special methodological techniques in the work on the development of speech of older preschoolers: the reception of compositional dismemberment of the narrative structure, the reception of the statement of action in imperfect verbs, the reception of the statement of action in perfect verbs, the reception of compositional reproduction of the narrative structure.