Formation of communicative and social and cultural competence in the conditions of multilingualism (the case of preschool educational institutions of the Chuvash Republic)

In modern Russian education the issues of forming a personality capable of being tolerant, ready for a dialogue of cultures, mastering the ways of the intercultural communication in the global information multicultural space are actively discussed. The relevance of studying on a multilingual basis is determined both by the global integration processes in different spheres of an individual’s life, and by the need to preserve national languages and cultures. A multilingual educational and developmental environment is an important condition for the development of communicative skills and cognitive abilities in children. The purpose of the research is to analyze the formation of communicative and social and cultural competence among pupils in the context of the introduction of a multilingual model of multicultural education in preschool educational institutions.

The working group of the BSPU named after M. Akmulla developed diagnostic materials that test the skills of speaking, listening, vocabulary in native and foreign languages, knowledge of national

traditions and realities. Preschoolers of multilingual groups of the Chuvash Republic took part in the diagnostic study. The analysis of the results of the level of formation of communicative and socio-cultural competencies allowed us to conclude that children have sufficient knowledge of lexical units on the topic “My family”, “Account”, “Animals”, are able to answer questions both in Chuvash and in English.

It should be noted that the level of formation of communicative and social and cultural competencies of preschoolers depends on the creation of an appropriate developing multilingual environment in a pre

school institution. The introduction of multilingual educational trajectories of learning allows students to form a civic identity, promotes the development of a tolerant attitude to linguistic and cultural diversity.

1. Analysis of the implementation practices of a multilingual model of multicultural education in the Republic of Tatarstan / Burkova T.A. [et al.] // Pedagogical journal of Bashkortostan. 2021. No. 4 (94). P. 34–51.

2. Bogovik N.V. Education of the multicultural personality in the process of a foreign language learning: on the materials of general education schools and youth organizations: diss.... Cand. Of Ped. Sciences: 13.00.01. Barnaul, 2009. 261 p.

3. Analysis of the implementation practices of a multilingual model of multicultural education in the Republic of Tatarstan (continued) / Burkova T.A. [et al.] // Pedagogical journal of Bashkortostan. 2022. No. 1 (95). P. 135–147.

4. Experience in implementing a multilingual model of multicultural education in the subjects of the North Caucasian Federal District [Electronic resource] / Iksanova R.M. [et al.] // Modern problems of science and education. 2022. URL: https://s.science-education.ru/pdf/2021/6/31361.pdf (accessed 01.09.2022).

5. Yalalov F.G. The concept of development of multilingual education in the Republic of Tatarstan / Scientific Tatarstan. 2019. No. 3. P. 80–96. URL: https://www.elibrary.ru/item.asp?id=42358348 (date of access: 19.09.2022).

6. A multilingual environment is being created in kindergartens in the capital. [Electronic resource]. URL: https://gcheb-obraz.cap.ru/news/2021/05/05/v-detskih-sadah-stolici-sozdayut-poli-lingvaljnuyu (date of access: 23.08.2022).

7. Ivanova N.V. Scientific and methodological aspects of social and communicative development of bilingual children of preschool age in various cultural practices // Bulletin of the Chuvash State Pedagogical University named after I.Y. Yakovlev. 2018. No. 4(100). P. 164–174.