The nature and content of psychological-pedagogical problems of multilingualism: linguistic and psychological aspects

Abstract

Recently the concept of multilingualism has become a defining approach to the problem of language learni ng. Multili ngualism occurs as an individual's language experience, expands culturally from the language used in the fami ly to the language used in soci ety, and then to the acqui si ti on of languages of other peoples. The i ndi vi dual does not “keep” these languages and cultures separate from each other, but forms a communi cati ve competence based on all knowledge and all language experi ence, where languages are i nterconnected and i nteract with one another. One of the most important approaches to both bilingual and multi li ngual educati on i s, i n our opi ni on, the study of psycholi ngui sti c and neuro-li ngui sti c mechani sms of bi li nguali sm and multi li nguali sm formati on. The peculi ari ty of the language si tuati on of the Republi c of Kazakhstan i s the presence of bi li nguali sm, whi ch occured i n the country as a natural process i n a multi nati onal state. However each region of the country has its own speci fi cs i n terms of language. In thi s regard, there i s a need for a regi onal approach to the study of the language si tuati on i n the Republi c of Kazakhstan. It i s worth noti ng that the defi ni ti on of the role and place of Russi an language i n teachi ng a forei gn language i n the context of multi li nguali sm i s i nsuffi ci ently studi ed. Russi an language i s not only a uni versal means of communi cati on generally accepted i n the Republi c of Kazakhstan, but also the mai n means of knowledge of sci ences and support i n learni ng a forei gn language. Li ngui sti c si tuati on of forei gn language teachi ng i n multi li ngual envi ronment i n many respects di ffers from the li ngui sti c si tuati on of learni ng a forei gn language i n a monoli ngual audi ence.