Технология наставничества как возможный способ преодоления рисков дошкольного билингвального обучения

Abstract

At the present stage bilingualism is an actual trend of the time. It should be noted that in Armenia in the methodology of teaching foreign languages this issue is practically not given due attention. The relevant state institutions do not deal with the issues of preschool bilingualism at the proper level. In the modern methodological literature, there is still no clear definition what age period can be considered an early start of language learning and what are the specific features of teaching during this period. Methods of control are not yet clearly developed. The methodology of accounting the extralinguistic factors has not been developed either. When studying the need for pre-school bilingual education, a new serious problem of continuity between preschool and school arises. The article presents the problems, the solution of which requires a great responsibility and professionalism.