METHODOLOGICAL FOUNDATIONS OF TEACHING THE RUSSIAN LANGUAGE IN UZBEK GROUPS WITHIN A BILINGUAL EDUCATIONAL ENVIRONMENT
Keywords:
Bilingual education, Russian language teaching, Uzbek groups, communicative competence, language interference, second language acquisition, teaching methods, speech development, interactive learning, contrastive analysis.Abstract
This article examines the methodological foundations of teaching the Russian language in Uzbek groups within a bilingual educational environment. The relevance of the topic is determined by the growing need to improve the quality of Russian language instruction in conditions where students’ native language and the language of instruction interact continuously in the educational process. The study focuses on the linguistic, pedagogical, and psychological factors that influence the formation of communicative competence in learners studying Russian as a second language. Particular attention is paid to the role of bilingualism in shaping speech habits, lexical acquisition, grammatical accuracy, and intercultural communication skills. The article substantiates the importance of a differentiated and communicative approach, the integration of interactive teaching methods, and the selection of educational materials that correspond to the language level and cognitive needs of students in Uzbek groups. It is argued that effective Russian language teaching in such conditions requires reliance on contrastive analysis, the prevention of language interference, and the creation of a supportive speech environment that encourages active participation. The study also emphasizes the significance of professionally oriented tasks, dialogic forms of interaction, and the gradual development of oral and written speech. The proposed methodological positions may contribute to improving the training of future specialists and enhancing the practical effectiveness of Russian language education in bilingual classrooms.
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