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 learning. Multilingualism occurs as an individual's language experience, expands culturally from the language used in the family to the language used in society, and then to the acquisition of languages of other peoples. The individual does not “keep” these languages and cultures separate from each other, but forms a communicative competence based on all knowledge and all language experience, where languages are interconnected and interact with one another. One of the most important approaches to both bilingual and multilingual education is, in our opinion, the study of psycholinguistic and neuro-linguistic mechanisms of bilingualism and multilingualism formation. The peculiarity of the language situation of the Republic of Kazakhstan is the presence of bilingualism, which occured in the country as a natural process in a multinational state. However each region of the country has its own specifics in terms of language. In this regard, there is a need for a regional approach to the study of the language situation in the Republic of Kazakhstan. It is worth noting that the definition of the role and place of Russian language in teaching a foreign language in the context of multilingualism is insufficiently studied. Russian language is not only a universal means of communication generally accepted in the Republic of Kazakhstan, but also the main means of knowledge of sciences and support in learning a foreign language. Linguistic situation of foreign language teaching in multilingual environment in many respects differs from the linguistic situation of learning a foreign language in a monolingual audience.