Psychological and Sociolinguistic Mechanisms of Bilingual Competencies Formation and Development in the Heterogeneous Ethno-Linguistic Educational Context of Dagestan
https://doi.org/10.31161/1995-0659-2025-19-2-63-71
Abstract
The aim of the paper is the research into the didactic foundations of the bilingual competence formation and development through the psychological and sociolinguistic context of ethnical heterogeneous communities of Dagestan.
Methods. Linguocorrelation analysis.
Results. The didactic processuality of the speech activity of a native Dagestan language speaker is a result of psychological and sociolinguistic factors in the context of bilingualism in one of the native Dagestan and Russian languages and should be based on the data of linguocorrelation analysis.
Conclusion. The corpus is a linguodidactic basis for effective teaching pedagogies in both the Russian and native languages, it is used as a tool of educational technology for overcoming interference errors in Russian and native language speech of Dagestani bilinguals.
About the Authors
T. I. Magomedova
Dagestan State University
Russian Federation
Russian Federation
Tamara I. Magomedova, Doctor of Pedagogy, professor, Acting Head of the chair of Methods of Teaching Russian Language and Literature
Makhachkala
M. V. Mishaeva
Dagestan State University
Russian Federation
Russian Federation
Marianna V. Mishaeva, Ph. D. (Philology), assistant professor, the chair of Foreign Languages for Natural Sciences Faculties
Makhachkala
References
1. Akhmedov G. I. (1999). Communicative types of utterance in the Lezgi language (in comparison with Russian). Ph. D. dissertation, Moscow State Linguistics University.
2. Akhmedov G. I. Phonologische Methode beim Studium der Dagestanischen Sprachen. Proceedings of the Eighth Caucasian Colloquim. Leiden University. Р. 4.
3. Barsuk R. Yu. (1970). Fundamentals of teaching a foreign language in bilingualism.
4. Bernstein S. I. (1975). Questions of pronunciation training in relation to the teaching of the Russian language to foreigners. In Bernstein S. I. Questions of phonetics and pronunciation training. Р. 7.
5. Blyagoz Z. U. (1977). Bilingualism and the culture of Russian speech.
6. Christian D. (2016). Dual Language Education: Current Research Perspectives, International Multilingual Research Journal, 10:1, 1-5. (2010). English and Spanish ‘para un futuro’ – or just English? Immigrant family perspectives on two-way immersion, International Journal of Bilingual Education and Bilingualism, 13:3, 303-323.
7. Fomin M. M. (1998). Teaching a foreign language in the conditions of multilingualism (bilingualism). Moscow.
8. Freeland J. (1996). The Global, the National and the Local: forces in the development of education for indigenous peoples – the case of Peru, Compare. A Journal of Comparative and International Education, 26:2, 167-195.
9. Henderson K. I. (2019). The danger of the dual-language enrichment narrative: Educator discourses constructing exclusionary participation structures in bilingual education, Critical Inquiry in Language Studies,16:3, 155-177.
10. Imedadze N. V. (1959). On the interaction of language systems in the process of simultaneous possession of two languages. Tbilisi.
11. Imedadze N. V. (1981). Questions of modern psychology. Tbilisi.
12. Inbar-Lourie O. & Donitsa-Schmidt, S. (2019). EMI Lecturers in international universities: is a native / non-native English-speaking background relevant? International Journal of Bilingual Education and Bilingualism.
13. Jakubowicz A. (1988). The celebration of (moderate) diversity in a racist society: Multiculturalism and Education in Australia. Discourse: Studies in the Cultural Politics of Education, 8:2, 37-75.
14. Khanazarov K. Kh. (1982). The solution of the national language problem in the USSR. Moscow: Politizdat.
15. Kirzhaev V. P. (1995). Principles of teaching the Russian language in the Mordovian school. Accounting for the features of the native language: a training manual. Moscow State University.
16. Kleyn T. & Reyes Sh. A. (2011). Nobody said it would be easy: ethnolinguistic group challenges to bilingual and multicultural education in New York City. International Journal of Bilingual Education and Bilingualism, 14:2, 207-224.
17. Leontiev A. A. (1965). Word in speech activity. In Leont'ev A. A. Some problems of the general theory of speech activity. Moscow: Nauka.
18. Leontiev A. A. (1970). Phase structure of a speech act and the nature of plans. In Leontiev A. A. & Ryabova T. V. Plans and models of the future in speech (materials for discussion). Tbilisi.
19. Li H., Wu D., Liang L. & Jing M. (2019). Predicting Chinese and English interrogative development in a multilingual context: a corpusbased study of Singapore preschoolers. International Journal of Bilingual Education and Bilingualism.
20. López M. M. & Mendoza M. A. (2013). We Need to “Catch Them Before They Fall”: Response to Intervention and Elementary Emergent Bilinguals. Multicultural Perspectives, 15:4, 194-201.
21. Magomedova T. I. (2009). Russianspeaking professional communicative competence of students of a juridical department: model and technology of competence formation in a multilingual setting. Ph.D. dissertation, Dagestan State University.
22. Magomedova T. I. (2019). Didactic technology of linguistic correction of Russian speech in the conditions of the Dagestan multilingualism: a study guide. Makhachkala: Alef.
23. Pérez Cañado M. L. (2016). Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19:3, 266-295.
24. Sarda A. & Bhattacharya U. (2019). The Multilingual Reality: Living with Languages. International Journal of Bilingual Education and Bilingualism.
25. Schukin A. N. (1982). Means of teaching Russian as a foreign language. Moscow.
26. Trubetskoy N. S. (1960). Fundamentals of Phonology. Moscow: Foreign literature.
27. Tuboglo M. N. (1987). Factors and development trends of bilingualism of the Russian population living in the union republics. In Tuboglo M. N. History of the USSR (vol. 2). Р. 47.
28. Zimnaya I. A. (2001). Educational Psychology: a textbook for high schools. Moscow: Logos.
Review
For citations:
Magomedova T.I., Mishaeva M.V. Psychological and Sociolinguistic Mechanisms of Bilingual Competencies Formation and Development in the Heterogeneous Ethno-Linguistic Educational Context of Dagestan. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2025;19(2):63-71. https://doi.org/10.31161/1995-0659-2025-19-2-63-71
Views:
31
JATS XML
Email this article 