Simultaneous model of teaching Russian to bilingual children in a limited language environment as an effective tool for harmonization of bilingual personality

The article is devoted to the problem of teaching Russian to bilingual children in a limited Russian-speaking environment. The study developed a methodological model of education based on the principles of intercultural pedagogy and comparative method of teaching in two languages, which, with a methodically sound and appropriate organization of the educational process, will contribute to the effective teaching of Russian to children with Russian roots in a limited language environment, the harmonization of bilingual personality, the formation of this category of students a positive attitude to the country of origin. The article presents a scientifically based concept of a methodical model of teaching, a comprehensive solution to the problems of teaching Russian to bilingual children in a limited language environment. This study was conducted on the basis of cultural and educational center "Znayka" Madrid, Spain. The study aims to develop a methodological model of teaching Russian to bilingual children in a limited language environment, taking into account the linguistic, psychological and ethno-linguistic and cultural characteristics of students. Forty-one Russian-Spanish bilingual children, their parents and teachers of the center took part in experimental work. Theoretically justified and has been successfully tested in practice, simultaneous methodological model of teaching Russian language to bilingual children in the limited language environment can be used in the schools of the day, in the framework of family education with the use of Russian and Spanish languages and it will be useful to teachers, parents who are involved in the process of formation of the polycultural personality of a child bilingual in a limited speaking environment. © BEIESP.