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Publisher: Moscow State University of Psychology and Education

ISSN (online): 2312-2757

DOI: http://dx.doi.org/10.17759/langt

License: CC BY-NC 4.0

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Coordination of primary school teachers in the development of the ability to speak in a bilingual environment 121

Halik S.K., primary school teacher, MBEI «Secondary School 44», Simferopol, Russia, halsus71@mail.ru
Muratova E.D., primary school teacher, MBEI «Secondary School 44», Simferopol, Russia, elzara_muratova82@mail.ru
Abstract
This article focuses on the coordination of the work of language cycle teachers in the context of the formation of natural learning bilingualism. Models of interaction of teachers in elementary school set in our study, the most effective, in our opinion, form of bilingual education is revealed – «One teacher is one language». The essence of this model lies in the fact that the teacher of the Russian language works closely with the teacher of the Crimean Tatar language and they synchronize the formation of basic universal bilingual learning activities for the students.

Keywords: coordination, bilingual environment, universal learning activities, basic bilingual skills

Column: Linguodidactics and Innovations.Psychological Basis of Learning Languages and Cultures.

DOI: http://dx.doi.org/10.17759/langt.2019060110

For Reference

References
  1. Devletov R.R., Gudzik I.F. Matematika. Posobie po razvitiu rechi na  russkom, krimskotatarskom, ukrainskom yazikah. Simferopol: DOLYA. 2003. – 96 p.
  2. Devletov R.R. Trilingvalnoe obuchenie v pedagogicheskih uchebnikh zavedeniyah Ukraini. Simferopol: Odzhak, 2011. – 340 p.
  3. Imedadze N.V. Eksperimentalno-psichologicheskie issledovaniya ovladeniya vtorim yazikom. Tbilisi,1979. – 229 p.
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