Scientific and theoretical foundations of bilingual education for children. Bilingual education What is bilingual education

The relevance of research. The study of the problems of bilingualism and bilingual education in domestic and foreign science is relevant from the point of view of understanding educational needs and possible ways their satisfaction at the present stage of development of Russian society.

Today, when in Russia, on the wave of social renewal, striving for an open society and integration into the world and European cultural and educational space, the experience of bilingual education has appeared in new conditions, scientific and methodological centers are being created on this issue, there is a natural interest in the world experience of bilingual education. accumulating various forms of organization of bilingual education and multicultural education, reflecting the national and cultural characteristics of the country and region. Group and mass bilingualism is becoming hallmark language situation in modern society, an attribute of the general and vocational training school and university graduates. The socio-political significance of bilingual education is enhanced by the geopolitical situation that has developed in Europe and the world, which is characterized by the globalization of economic and social processes, the rapprochement of peoples and the expansion of their intercultural interaction.

Bilingual education can be considered as one of the socio-pedagogical ways of resolving the contradictions of the modern cultural development of countries and peoples, since it acts not only as an alternative way of learning a foreign language, but also contains a significant potential for multicultural education of young people. In this regard, for Russia, the experience of countries that are pioneers of bilingual education is of greatest interest: both those in which a natural bilingual environment traditionally exists (Canada, Belgium, Switzerland), and countries where the development of bilingual education is determined not so much by internal processes as by general a tendency towards integration, a desire for a dialogue of cultures and intercultural communication (Germany).

The relevance of bilingual education for Russia is associated with its desire for close interaction with the world community in solving global problems humanity, humanitarian projects and other areas of international cooperation, which led to the emergence of the "language boom" and influenced the status of language as a subject that makes it possible to take advantage of the benefits of an open society. A foreign language today is more and more in demand not as a means of communication, but as an instrument of cognitive and professional activity... Despite the fact that considerable attention is paid to the study of a foreign language in the modern Russian school, a foreign language as an academic subject continues to remain isolated from the rest of the content of education. The use of a foreign language as a way to comprehend the world of special knowledge is still quite rare.

The need for a theoretical understanding of the world experience of bilingual education is increasing in connection with the processes of globalization of scientific and pedagogical knowledge and the internationalization of higher and secondary education. Bilingual education is acquiring a special role as a technological and methodological base of the internationalization process. higher education in line The Bologna Process... Despite this, bilingual programs have not become widespread in the mass practice of a Russian university, they have not yet been developed. state standards, which determine the content and organizational framework of bilingual education in higher education, the question of training for bilingual schools and courses for teaching staff, combining special, linguistic and intercultural competences, remains unresolved. As the world experience of bilingual education shows, similar problems are typical for educational systems in many countries.

Analysis of the development of the socio-cultural, geopolitical, linguistic and educational situation in Russia and abroad reveals a number of contradictions:

Between the global need of the world community for integration and the formation of a single cultural and educational space and the process of strengthening the individuality and originality of individual cultures, the desire of peoples to preserve their national and cultural identity;

Between the significant potential of bilingual education, capable of providing intercultural interaction at a qualitatively new level, and the lack of the necessary conditions for actualizing this potential in individual countries;

Between the increasing role of a foreign language as a means of intercultural communication, as well as its status as an academic subject, and insufficient use of the possibilities of bilingual education as an alternative way of learning a foreign language and introducing a student to the world of special knowledge by means of a foreign language;

Between the increasing tendencies of the globalization of scientific and pedagogical knowledge, the internationalization of higher education and the lack of adequate bilingual educational programs and appropriate standards capable of ensuring these processes;

Between the presence of fragmentary experience in bilingual education at various levels of education in different countries of the world and the absence of an integral system of continuous bilingual education, as well as targeted training of teaching staff for such a system. The designated circle of contradictions allows us to formulate the research problem, which consists in the need to develop methodological foundations for the study of bilingual education in domestic and foreign pedagogy, allowing to identify, based on the analysis of world experience, its pedagogical capabilities for modern innovative development of higher and high school in a situation of intense intercultural interaction and cultural and educational integration and cooperation of different countries of the world.

To solve this problem, there is a significant fund of scientific education, providing logical relationships between its individual levels, theoretical and methodological approaches have not been developed that allow to study the world experience of bilingual education as a pedagogical phenomenon that has universal significance for educational systems in different countries of the world, the potential possibilities of bilingual education have not been identified. training and multicultural education of students for the internationalization of modern higher education.

Thus, in the scientific and theoretical terms, the relevance of the study is determined by the need to develop the scientific and methodological foundations of a new pedagogical direction - the theory and practice of bilingual education in higher and secondary schools.

In social and practical terms, the relevance lies in the isolation of those leading ideas in the world experience of bilingual education, which can be instrumentally mastered in the implementation of innovative search in the system of higher and secondary education in Russia.

The object of the research is bilingual education in Russia and abroad.

The subject of the research is the conceptual foundations of bilingual education in domestic and foreign pedagogy.

The purpose of the study is to develop theoretical-methodological and didactic-methodological foundations of continuous bilingual education in the context of the world experience of its development.

To achieve this goal, we have outlined the following tasks:

Develop a theoretical basis for bilingualism as a multidimensional interdisciplinary phenomenon and highlight its pedagogical aspect;

Determine theoretical and methodological approaches to the study of bilingual education as a process of teaching and upbringing by means of native and foreign languages;

Investigate the substantive and procedural aspects of the organization of bilingual education in different countries, determine its essential characteristics and develop its typology based on the analysis of world experience;

To reveal the didactic and methodological foundations of bilingual education as an alternative way of learning a foreign language and mastering subject content;

Reveal the essential characteristics and characterize the main stages of continuous bilingual education as a form of reflection of integration processes in world culture and education; to analyze the implementation of educational programs and international projects with a bilingual-didactic component in various countries using the example of Russia and Germany.

Based on the purpose of the study, we put forward the following hypothetical provisions:

1. If the methodological basis of the theoretical analysis of the world experience of bilingual education is made up of a combination of systemic, cultural, contextual and competence-based approaches, then the general, single and specific in the development of the studied phenomenon in the educational systems of different countries of the world can be identified, and the leading types can be identified and scientifically substantiated. bilingual education, which have become widespread in the world educational practice.

2. Bilingual education can realize its pedagogical potential, contributing to the productive interaction of students in a multicultural space and familiarizing them with the samples and values ​​of domestic and world culture by means of the native and foreign language, if a complex of organizational and pedagogical conditions is created that allows the use of a foreign language as content acquisition tool special disciplines, assimilation of cultural, historical and social experience of various countries and peoples.

3. The formation of a system of continuous bilingual education, reflecting the logic of integration processes in different countries of the world, can become a promising direction of world pedagogical practice, if:

The substantive basis will be the bilingual educational theoretical position on multilingualism as a complex interdisciplinary complex problem (M.Z.Biboletova, S.V. Bobrova, G.M. Vishnevskaya, Yu.D. Desheriev, M.V. Dyachkov, M.M. Mikhailov, A.P. Maiorov, U.F. McKee, M. Siguan, O. A. Kolykhalova, M. M. Fomin and others); ">. competence-based approach to the educational process in higher and secondary schools (S. Adam, V. I. Baidenko, I. A. Zimnyaya, V. A. Kalnei, Yu. Koler, D. A. Makhotin, Yu. G. Tatur, Yu.V. Frolov, S.E. Shishov, etc.); contextual-biographical approach to pedagogical education at the university (A.L. Gavrikov, O.M. Zaichenko, O.S. Orlov, M.N. Pevzner, R.M. Sheraizina, etc.); the concept of "contextual learning (A.A. Verbitsky); the concept of bilingual education and multicultural education in various countries of the world ^ (IV Aleksashenkova, G.D.Dmitriev, A.M. Kulaga,

V. V. Safonova, N.S. Sakharova, N. E. Sorochkina, M. N. Pevzner, S. V. Shubin, R. Baur, KR Bausch, D. Horn, I. Christ, N. Masch, E Thiirmann, H. Wode, et al.); theoretical provisions of the methodology of teaching foreign languages ​​(M.Z.Biboletova, I.L.Bim, G.A. Kitaygorodskaya, E.I. Passov,

S. G. Terminasova and others) the concept of the development of integration processes in science and education, the globalization of scientific and pedagogical knowledge and the internationalization of higher and secondary schools (I. Yu. Aleksashina, E. I. Brazhnik, A. N. Dzhurinsky, Ya. M. Kolner, A. P. Lifero, V. N. Maksimova, V. A. Myasnikov, E. S. Ustinova and others-); the theory of lifelong education as a factor in the development of personality, society, state (S.G. Vershlovsky, A.K. Gromtseva, L.N. Lesokhina, A.E. Maron, V.G. Onushkin, E.I. Ogarev, N.I. K. Sergeev, R. M. Sheraizina and others); theory of pedagogical design (V.G. Vorontsova, E.S. Zair-Bek, T.A.Kaplunovich. O.S.Orlov and others);

Basic research methods. Group of theoretical methods: problem-comparative analysis, method of systematization and classification based on the study of domestic and authentic foreign sources, generalization and synthesis, content analysis of "portraits" of schools, curricula and educational programs, international projects, regulatory documentation, retrospective analysis of the implementation of life plans of graduates of bilingual schools and classes.

Group empirical methods: questionnaires, interviews, interviews, testing, observation of the educational process in schools and universities in Russia and Germany. To process empirical data, statistical methods were used: percentage distribution and ranking.

Research base: Ernst Moritz Arndt Gymnasium in Osnabrück; Gymnasium Kreuzgasse Cologne, Heepen Gymnasium Bielefeld, real school Halle, Institute for School and Advanced Studies in Sost Universities of Essen, Wuppertal, Hildesheim (Germany); Novgorod State University named after Yaroslav the Wise, Saratov State University named after N.G. Chernyshevsky, school-complex "Harmony" (Veliky Novgorod), school No. 56, lyceum No. 37 and gymnasium No. 1 in Saratov, bilingual schools and gymnasiums in the cities of Abakan, Bryansk , Vladimir, Voronezh, Dzerzhinsk, Perm, Pskov, Rostov-on-Don, Sochi, Chelyabinsk, pedagogical college No. 1 in Tula.

Research stages.

I. The search stage (1994-1995) included: a theoretical search for the substantiation of the conceptual apparatus and research field of the problems of bilingualism and bilingual education in the context of world experience. The initial positions of the research were developed, the problem of bilingual education in domestic and foreign psychological and pedagogical literature was studied. Contacts were established with partners from universities, institutes and schools in Germany and Russia.

I. The main stage (1995-2003) included the development of theoretical and didactic-methodological foundations of bilingual education in the process of analyzing the theory and practice of bilingual education and multicultural education in various countries of the world, primarily in Russia and Germany. Participation in international projects "Bilingual education in higher and secondary schools", "Bilingual educational program for the course" Personnel Management "(participants - universities in Bielefeld, Dortmund, Hildesheim, Novgorod) was carried out, the documentation of educational institutions implementing bilingual educational programs was studied, For a comparative analysis of the state of bilingual education in various countries, the educational process in schools and universities in Germany and Russia was observed, speeches were prepared at scientific and practical conferences on the problem of research, as well as publications in the domestic and foreign press.

III. The final stage (2004-2005) included the development of a system of continuous bilingual education, the design of bilingual educational programs for the International Academy for Advanced Studies and Human Resources Development. The educational results of bilingual education in higher and secondary schools in Russia and Germany were studied. Interpretation and systematization of the data obtained during the study was carried out.

The reliability and validity of the results was ensured by the clarity of methodological positions, the internal consistency of theoretical conclusions, the use of research methods adequate to its tasks and the specifics of each stage, confirmation of the findings by the data of pedagogical and social practice.

Scientific novelty.

1. The theoretical foundations of bilingual education as a system-forming pedagogical characteristic of the interdisciplinary multidimensional phenomenon of bilingualism have been developed, which reveal the features of the process of purposeful, pedagogically organized socialization of an individual, ensuring the development of samples and values ​​of world culture by means of native and foreign languages.

2. The essential characteristics of the phenomenon of bilingual education are determined (openness, alternativeness, polyvariety of content, institutional diversity, determinism of language educational policy, the presence of special ways of forming a bilingual person in various linguistic situations), disclosed its structural components- bilingual education and multicultural education, ensuring in their unity the productive interaction of students in a multicultural space and their introduction to the values ​​of world culture.

3. For the first time, the system of continuous bilingual education has been scientifically substantiated in the context of integration processes in the world and European cultural and educational space; and operational components of the educational process, as well as the transition from simpler to more complex models of bilingual education.

4. Various types of bilingual education (acculturation, isolation and open) have been identified and theoretically substantiated on the basis of researching the goals and contextual conditions for the development of the pedagogical aspect of bilingualism in educational systems of different countries.

5. The didactic and methodological foundations of bilingual education have been developed, including:

Models of bilingual education, reflecting the ratio of native and foreign languages;

A set of general didactic and special methods and techniques of bilingual education;

Educational results presented as a synthesis of linguistic, subject and intercultural competences;

Didactic and methodological approaches to the content of bilingual education in schools and universities around the world.

The theoretical significance of the study.

A contribution has been made to the development of comparative pedagogy through the implementation of a systematic study of the theoretical-methodological and didactic-methodological foundations of bilingual education from the standpoint of scientific approaches: culturological, revealing the diverse connections between culture and language, culture and education in general and bilingual education in particular; contextual, allowing to analyze the world experience of bilingual education in line with a set of contextual conditions and environmental factors, under the influence of which this pedagogical direction develops; as well as competence, in the framework of which educational results are monitored as a synthesis of competencies determined by the goals of bilingual education.

The philosophical and culturological foundations and principles of bilingual education have been developed, which characterize it as a process of teaching and upbringing in a multicultural space, contributing to the introduction of students to the samples and values ​​of domestic and world culture on the basis of cultural pluralism and the diversity of cultural concepts, which significantly expands the theoretical understanding of the dialogue of cultures as the methodological principle of designing the educational process.

The theoretical provisions on bilingualism as a multidimensional interdisciplinary phenomenon are enriched by highlighting its pedagogical aspect, which involves solving a complex of educational and educational tasks associated with the formation of a bilingual person in various linguistic situations.

The theory of open educational systems and the concept of pedagogical alternatives are enriched by revealing the leading conceptual ideas of the formation of bilingual education in domestic and foreign pedagogy - openness and alternativeness, which make it possible to comprehend the trends and dynamics of its development in line with the globalization and internationalization of higher and secondary education.

The practical significance of the study is associated with the possibility of using its results:

When developing bilingual educational programs for vocational education institutions, as well as schools of various types;

When developing international scientific and educational projects with a bilingual and didactic component;

To enrich the content, improve the methodology for conducting bilingual courses through the use of the productive world experience of bilingual education and its adaptation, taking into account the national identity of Russia;

To design a system of continuous bilingual education.

Approbation of the results. The research materials were discussed at international, all-Russian and city conferences and seminars.

International Conference on Comparative Pedagogy (Novgorod, 1996), "Theory and Practice of Bilingual Education" (Novgorod, 1997), congresses of the International Academy for the Humanization of Education "Multicultural Education and Bilingual Education" (Botzen (Italy), 2002) and "Modernization of Education in the Context humanization and internationalization of higher and secondary schools "(Veliky Novgorod, 2004), international conference" Innovative development of schools in Veliky Novgorod in the context of the internationalization of education "(Veliky Novgorod, 2003), interregional scientific and practical conference"Strategic management of professional pedagogical education as a factor in the development of regional educational system"(Veliky Novgorod, 2004), the regional conference" Herzen Readings - 2001 "(RSPU, St. Petersburg), etc.

International seminars on the problems of bilingual education (Bielefeld (Germany), 1995; Sost (Germany), 1998), international seminar "Bilingual and didactic component in vocational educational programs of higher education" (Dortmund, 2004), international seminars to improve the qualifications of university employees "Organization of internal training in the personnel development system" (Hildesheim (Germany), 2004), "Personnel management in educational institutions" (Bielefeld, 2004), "Personnel management in higher education" (Berlin, 2003), "Individual and group supervision teaching activities"(Dortmund, 2003), international seminar-workshop" Problems of the development of vocational education "(Bielefeld, 2002), etc.

Regional seminar for university leaders Southern District Russia "Strategic management of higher education: the choice of a university development strategy" (Nalchik, 2004), etc.

The following are submitted for defense:

1. The theoretical foundations of bilingual education as a system-forming pedagogical characteristic of the interdisciplinary multidimensional phenomenon of bilingualism, based on the conceptual ideas of openness and alternativeness, in line with which bilingual education is defined as:

2. Theoretical substantiation of the leading types of bilingual education (acculturation, isolation, open), which have become widespread in the educational practice of different countries and identified on the basis of a systematic analysis of the world experience of bilingual education from the standpoint of a set of cultural, contextual, competence-based approaches.

3. Scientific substantiation of the system of continuous bilingual education, which is the result of integration processes in the world cultural and educational space, which is represented by:

A set of logically interrelated, relatively independent stages of bilingual education (<дошкольного, подготовительного, переходного, предметно-бшингвалъного, профессионально-билингвалъ-ного, постдипломного), обеспечивающих постепенное, качественное усложнение целевого, содержательного и операционального компонентов образовательного процесса, переход от более простых к более сложным моделям билингвального обучения, отражающим соотношение родного и иностранного языков на билингвальных занятиях;

Bilingual educational complexes of various types, providing at the institutional level the organizational and substantive unity of various links of bilingual education;

Bilingual educational programs of general, professional and postgraduate education in various academic disciplines and on an interdisciplinary basis, the implementation of which ensures the success and competitiveness of school and university graduates in the labor market through their use of special language tools in the context of intensive intercultural professional interaction and business communication.

4. Didactic and methodological foundations of bilingual education, including: a) theoretical substantiation of the content of bilingual education, structured taking into account the specifics of the goals of bilingual education, consisting of subject, linguistic and multicultural components, assuming the unity of three content-relevant lines of bilingual courses (realities of one's own country, realities of the country of the target language, realities that have a universal human nature). b) didactic and methodological approaches to the content of bilingual education in schools and universities: event-specific, focusing the main subject content around a significant situation; comparative, carrying out a comparative analysis of events, phenomena and facts from the life of different countries of the world; integrated, combining the features of both of the previously mentioned approaches and involving the study of individual situations in a comparative-analytical manner; d) models of bilingual education, reflecting the ratio of native and foreign languages: duplicate, which involves the presentation of the same unit of content in the native and foreign languages; additive, presenting additional information in a foreign language; parity, assuming equal use of the native and foreign languages ​​in the disclosure of subject content; displacing, in which a foreign language plays a dominant role in learning; e) a set of bilingual teaching methods: general didactic (traditional, developing, open); special methods of bilingual education (immersion, language support, etc.); methods of teaching a foreign language; methods of teaching special disciplines; f) educational results, presented as a synthesis of competencies: subject, which is based on knowledge of facts, concepts, phenomena, as well as connections and patterns of a particular subject area; linguistic, reflecting the totality of knowledge and skills acquired in various aspects of a foreign language, as well as the general ability of students to adequately use them in prepared and unprepared speech; intercultural, including the ability of students to carry out social interaction in a multicultural and multiethnic space.

Conclusions on Chapter IV

1. The experience of implementing the concept of bilingual education in Europe can be studied on the example of bilingual schools in Germany, which carry out the educational process in the absence of a natural foreign language environment. An analysis of the state of bilingual education in Germany indicates a steady trend towards an increase in the popularity of bilingualism ideas among young students, which was reflected not only in the general increase in the number of relevant schools, classes and courses in almost all federal states, but also in the expansion of the range of implementation of bilingual education in educational institutions of various type, including schools and universities.

The main incentives for students and their parents when choosing bilingual courses in German schools are: the acquisition of European competence by students, the development of communication skills, getting the best chances for further study and professional career, obtaining regional knowledge and understanding of the partner country, achieving flexibility and mobility.

An analysis of curricula in subjects studied in a bilingual mode showed that they all meet the requirements of state standards for the content of academic subjects taught in their native language. At the same time, in the selection of content, special emphasis is placed on the study of regional material, obtaining in-depth information about the state and political structure, economy, culture, nature, environmental protection of the country of the target language. At the same time, students are introduced to a comparative analysis of cultural traditions, to reflecting on the realities of their own country from the standpoint of European neighbors, to a critical attitude to prejudices, to overcoming stereotypes, to various forms of "learning without borders", to understanding the meaning of the "European parameter" for coexistence and interaction people.

2. The study of the peculiarities of the organization of the educational process made it possible to highlight as priorities: an open type of bilingual education, involving the use of a foreign language as a means of comprehending the world of special knowledge and dialogue of cultures; comparative didactic-methodical approach to the selection of content; a displacing model of bilingual education, indicating a high level of language competence of students; developing (dialogical) methods that ensure a high level of interaction between a teacher and a student on a partnership basis, enhancing the cognitive activity of students, developing their independence through "solidarity actions" in the process of joint work on the assigned educational tasks.

3. The analysis of the data obtained allowed us to conclude that bilingual education in German schools is quite effective, because in the process of its implementation a high level of linguistic, subject and intercultural competences is achieved, which provides graduates of bilingual schools and classes with higher chances for their further life and professional development ...

4. To reveal the pedagogical potential of bilingual education and overcome the negative side effects associated with its introduction into the educational practice of higher education, a complex of organizational and pedagogical conditions should be created to ensure the effectiveness of bilingual educational programs: the organization of educational and scientific units responsible for the development and implementation such programs; value-semantic coordination with foreign partners of the strategy of bilingual education; development of bilingual dictionaries and reference books, allowing to form a categorical-conceptual apparatus; educational and methodological support, including authentic teaching materials and manuals; involvement of foreign specialists in the implementation of programs, etc.

5. Bilingual education, being an important technological tool for implementing the processes of globalization, integration and internationalization of higher education, helps to remove barriers in intercultural interaction of universities, increase the competitiveness of their graduates in the labor market, comprehensive professional and personal development of teachers and students as active participants in intercultural dialogue. Of particular importance is the international project and grant activities in higher education, an important component of which is the design of bilingual educational programs for the training of specialists in various fields, combining subject, linguistic and intercultural competences. Such programs, intended for the university and postgraduate stages of continuous bilingual education, are both subject and interdisciplinary in nature, meet national and international standards, and contribute to the formation of a single world and European educational space.

Conclusion

The result of this research was the conceptual foundations of bilingual education in domestic and foreign pedagogy, presented by:

Theoretical substantiation of bilingualism as an interdisciplinary phenomenon, the pedagogical characteristics of which are the categories of bilingual education, bilingual education and multicultural education;

A set of theoretical and methodological approaches that allow to reveal the essence of bilingual education, to determine the characteristics of its leading types (acculturation, isolation, open), as well as to identify the common single and specific in the development of this phenomenon in the educational systems of different countries of the world;

The leading ideas of the formation of bilingual education (openness and alternativeness), allowing to comprehend the tendency and dynamics of its development in line with globalization, internationalization of higher and secondary education;

Didactic and methodological foundations of continuous bilingual education, which is a form of reflection of integrative processes in education;

Theoretical understanding of the results of the implementation of bilingual educational programs and projects that reflect the new quality of secondary and higher education.

The development of conceptual foundations and a comprehensive analysis of the practice of their implementation in different countries of the world allowed us to draw the following generalizing conclusions.

1. As the study has shown, the analysis of various approaches to the essence of bilingualism, carried out on the basis of an interdisciplinary synthesis of various scientific disciplines, makes it possible to interpret bilingualism as a multifaceted phenomenon involving the coexistence, mutual influence and interaction of two languages ​​in a natural or artificial bilingual continuum, in which individuals and social groups proficient in these languages ​​to the same or different degrees.

The most common form of bilingualism in educational institutions around the world in the absence of a natural linguistic environment is group artificial coordinated bilingualism with a dominant system of the native language, which is gradually transformed into combined bilingualism, implying equal knowledge of the native and foreign languages.

The pedagogical aspect of bilingualism lies in the development of the theory and practice of bilingual education and involves the solution of a whole range of educational and educational tasks aimed at comprehending the values ​​of world and domestic culture by means of native and foreign languages.

2. Theoretical analysis of bilingual education as a system-forming pedagogical characteristic of the interdisciplinary multidimensional phenomenon of bilingualism, based on the conceptual ideas of openness and alternativeness, allows us to define this phenomenon as:

A type of open education in the global intercultural space, which has significant pedagogical possibilities for multicultural education of students, their introduction to the values ​​of domestic and world cultures by means of their native and foreign languages;

An alternative way of mastering the subject content of special disciplines, in which a foreign language becomes a means of comprehending the world of special knowledge, assimilating the cultural, historical and social experience of various countries and peoples.

3. The disclosure of the conceptual foundations of bilingual education is facilitated by a set of theoretical and methodological approaches: systemic, considering bilingual education as a systemic integrity, accumulating and integrating at a generalized level the experience of national educational systems; contextual, allowing to analyze the development of bilingual education in various language environments, reflecting the peculiarities of contextual conditions; competence-based, in line with which the quality of education is monitored; culturological, considering the dialogue of cultures as a philosophy of education that determines the style of thinking and life of the individual.

The philosophical and cultural foundations of bilingual education (dialogicity and recognition of cultural pluralism), as well as the cultural principles underlying it (dialogue of cultures, empathic understanding and tolerance, cultural congruity, cultural reflection of value self-determination and personal activity in a multicultural space) allow us to consider bilingual education as a significant pedagogical and culturological phenomenon that goes beyond the framework of national educational systems and is of universal importance for the development of culture and education in various countries of the world.

4. Analysis of the world experience of bilingual education shows the possibility of theoretical development and practical implementation of the system of continuous bilingual education, which involves a phased, gradual, qualitative complication of the target, content and operational components of the educational process, the transition from simpler to more complex models of bilingual education. The main characteristics of lifelong bilingual education are: openness and flexibility; consistency, staging, continuity of content, forms and methods that ensure the achievement of a set of competencies (primarily linguistic, subject and intercultural); a combination of vertical and horizontal integration; the presence of a complex of educational institutions that ensure the organizational and substantive unity and continuity of all links of bilingual education.

As the study has shown, the development of continuous bilingual education is a form of reflection of integrative trends in world culture and education, when in the modern contradictory multicultural and multilingual world a system is created that has an open heterogeneous internal and external environment. The methods of intrasystem integration are variable: from additive conjugation of optional components of continuous bilingual education, to the creation of complementary bilingual complexes. These complexes solve complex multidimensional problems of bilingual education and multicultural education, realizing a certain system of interconnection between individual components that interact, which makes it possible to distinguish various modifications of bilingual complexes: nuclear, multinuclear, specialized, intra-institutional.

5. The work reveals the substantive and procedural aspects of the organization of bilingual education in different countries. As the results of bilingual education, the authors consider the achievement of the synthesis of subject, linguistic and intercultural competences, which contributes to the improvement of the quality of general and professional training of school and university graduates, their conscious choice of professional and life prospects. Achievement of educational results is associated with the purposeful actualization of the didactic potential of continuous bilingual education, which is carried out through:

Effective implementation of the bilingual-didactic component in the curricula and educational programs of schools and universities;

The optimal combination of comparative, instance-event and integrative didactic-methodological approaches;

Distinguishing content-relevant lines in curricula;

A gradual transition from simpler models reflecting the ratio of native and foreign languages ​​in bilingual classes (duplicate and additive models) to more complex ones (parity and displacing);

Priority use of developmental and open general didactic and special methods of bilingual education.

6. Bilingual education in secondary and higher education is developing in the context of leading trends - globalization, integration and internationalization and can be considered as a relevant tool for broadcasting a universal culture and, at the same time, as a pedagogical means of a dialogue between diverse national cultures, acquiring a global meaning. In this regard, bilingual education acts as a kind of global education, which is understood as the process of teaching and upbringing, which has a pronounced multicultural and intersocial orientation, addressed to the values ​​of world culture and presupposing an understanding of the global problems of mankind.

Bilingual education is becoming a reliable technological and methodological basis for the internationalization of higher education in line with the Bologna process, and, based on its goals, it contributes to the academic mobility of students, increases their professional competence, helps to remove barriers in intercultural interaction and, ultimately, contributes to the formation of a single world and European space.

7. The modern educational reform in Russia, aimed at achieving high quality general and vocational education, requires comprehension and development of many alternative pedagogical ideas that are being implemented today in world educational practice. The process of mastering such ideas should be carried out, in our opinion, not by directly borrowing them from the pedagogical arsenal of other countries, but by developing that invaluable creative potential, which, no doubt, many areas of world pedagogy possess and which is the main condition for progress as education. and society as a whole.

These areas, by right, can be attributed to bilingual education, the main value of which for Russia lies in its philosophical and pedagogical foundations: tolerance for dissent, rejection of prevailing stereotypes, striving for a planetary exchange of values ​​and ideas, dialogue of cultures, integration into a single world cultural and educational space.

8. A favorable forecast for the development of bilingual education in Russia is possible if a number of socio-political, organizational and pedagogical conditions are observed:

Strengthening the processes of intercultural integration and striving for transnational socio-economic and cultural exchange within the European and world community;

Implementation of a language educational policy that contributes to the spread of bilingual education as an alternative way of learning a foreign language and introducing special knowledge to the world;

Assistance of the state and society in the creation of a multi-level system of continuous bilingual education at the substantive and institutional levels;

Training in the system of higher pedagogical education specialists in the field of bilingual education, combining subject and linguistic competencies, as well as having knowledge of methods of teaching individual subjects or subject-thematic blocks in a bilingual mode;

Formation of an extensive fund of educational, didactic and control and diagnostic materials necessary for conducting bilingual classes;

Creation of a system of scientific and methodological support and professional development of teachers working in bilingual schools and classes.

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