Abstract:

The article is devoted to the analysis of pedagogical conditions for the development of a multilingual personality in the conditions of polylingualism in order to establish the boundaries of didactic material necessary and sufficient for the effective education of bilinguals. The authors try to determine the invariant and variant of educational information using mobile information from the Internet. In the course of work, both theoretical and empirical methods were used: analysis, generalization, description.

The modern educational space espouses polylingualism, which is explained by the expansion of globalization processes in the world.

Not only in Europe, but also in Russia, there is an increase in internal labor migration and, as a result, a huge number of bilingual children appear in mainstream schools. Therefore, one of the major pedagogical tasks today is the formation of a multilingual personality, simultaneously mastering three or more languages.

A modern student either owns digital technologies and knows how to adequately assess the quality of the presented educational material or easily masters it, which opens up broad methodological prospects for the teacher.

Existing and already proven media resources for learning Russian as a foreign language make it possible to use them for teaching bilingual children. The authors distinguish the following main reasons for the attention of experts in the field of language education to the digital teaching systems:
1) media resources permit the teacher to plan and manage the educational process in a multi-level multicultural school;
2) the content of educational information can be presented to the group in different symbolic "modes", which provides the best opportunities for its assimilation and consolidation;
3) the use of various media channels for the perception of educational material acts as a guarantee of mitigating cognitive failures, maintains the interest of students in studying the linguistic and cultural subtleties of the training discipline.
4) the audiovisual series helps to minimize the "background obstacles" when introducing bilingual students to literary texts;
5) the identification of didactic failures occurs "here and now", which allows the teacher to make adjustments to the bank of available information resources and create new teaching materials and learning assignments based on the analysis of learning outcomes.

When teaching bilinguals the Russian language in the format of multimedia and interactive tools, as well as computer technologies, we deal with the broadcast of various types of information. So, educational material when studying the alphabet (sequence of letters) can be considered linear. Hypertext is classified as a non-linear type of information perception. The available cross-references in online assignments have enormous educational potential. Bilinguals get the opportunity to expand their linguistic and socio-cultural horizons depending on the level of language proficiency, which is important for a multicultural learning format.

Specific examples of using media resources when working with bilinguals will be discussed in detail in the article.

Keywords:

Education, bilingual students, polylingualism, multilingual personality, multimedia, computer technologies.