Abstract:

The challenges of globalization affect all aspects of the world today, including preschool and primary education. The objective need to ensure the coexistence of large and small ethnic groups on the principles of mutual understanding, and fruitful cooperation in a global society, causes the desire of its citizens to master the language code of their neighbors. Entering into another language system, and, consequently, into another national culture, requires significant changes in the interpretation of navigators of teaching and education from early childhood in early foreign language learning – early bilingual learning.

The concretization of the theoretical foundations of an early "start" in bilingual learning helped to identify the urgent need to use the potential of national cultures to form a system of knowledge, abilities and skills, providing positive effective communication of representatives of different languages and cultures in the conditions of integration of the countries and of the knowledge of language codes to each other.

This paper presents a comprehensive study and analysis of strategic targets, tasks, principles, contents of bilingual programs (curriculum) for non-native languages learning for children of preschool age and primary school age in the system of global education.

Currently, such bilingual programs (curriculum) are common throughout the world, especially in areas with a high level of migration. They covered the largest number of linguistic environments and social associations in European countries. Their peculiarity is the creation of space for cultural and linguistic interaction.

Methods based on the integration of knowledge of at least four main subject areas are presented as a resource for the development of modernization of global education in general: non-native language / foreign language as a system; socio-cultural component of the content of early bilingual learning; complex of basic knowledge, skills and non-verbal communication with representatives of another cultures; national and regional information.

The article presents recommendations on modeling the content of bilingual program (curriculum) of early bilingual learning on the so-called intercultural grounds, when cross-cultural dialogue becomes an interdisciplinary basis of learning.

The creation of bilingual educational programs / curricula for early languages’ learning, their implementation and development, the study of the practice of their use has become a special area of application of accumulated forces of pedagogues, as well as politicians to form a system of moral criteria, values based on humanistic ideals in the younger generation.

Familiarizing children with the languages and cultures of the peoples of the nearest and remote national environment, instilling skills and abilities of direct communication and mutual understanding, cooperation of different nations from preschool childhood are necessary to meet the challenges of globalization.

Keywords:

Globalization, global education, early bilingual learning, early bilingual program (curriculum).