Speech behavior of bilingual primary school children in a multinational region

¹ Sevastopol State University, Humanitarian Pedagogical Institute, Department of Preschool, Primary and Special Education, Sevastopol, Russia
² Astrakhan State University, Department of Preschool and Primary Education, Astrakhan, Russia
³ Znamensk Branch of Astrakhan State University, Chair of Pedagogics, Psychology & Humanitarian Disciplines, Znamensk, Russia

^* Corresponding author: nonna.murovanaya@gmail.com

Abstract

Historically, the Russian language has become a common means of communication in the Russian Federation. The Republic of Crimea is a place where the population is represented by a multinational community. At that, some areas are densely populated with a single nation, where children speak the Tatar language, that is, are essentially everyday bilinguals. The most characteristic type of bilingualism in Russia is the national Russian language, which is learned both through training and direct communication with the Russian-speaking population. Early everyday bilingualism is common when the assimilation of the native and Russian languages develops almost in parallel. The authors have received new information on the peculiarities of the acquisition of Russian and native Tatar languages in primary school children raised in a multilingual environment. It is proved that speech therapy examination of speech disorders in bilingual children should be conducted in two languages. The article presents developed recommendations for teaching bilingual children in a Russian-language school, depending on the degree of proficiency in Russian and the presence of speech disorders.