Language preferences of children-bilinguals in the conditions of disperse accommodation of ethnosстатья

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Дата последнего поиска статьи во внешних источниках: 6 декабря 2018 г.

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[1] Salimova D. A., Koudrjavtseva E. L. Language preferences of children-bilinguals in the conditions of disperse accommodation of ethnos // European Proceedings of Social and Behavioural Sciences. — 2017. — Vol. 29. — P. 763–775. In article which is based on the compressed scientific and bibliographic analysis of a problem and data of testing poll of 200 children-bilinguals German-Russian-speaking and Russian-German-speaking, living in Russia and Germany, the attempt to reveal con ditions and parameters of language preferences, the choice of the main language is given. The conducted research began with the analysis of the existing ways of the linguocultural development of bilinguals existing at the moment: a raster analysis of a profile, tests, sheets of observation and questionnaires for parents and teachers. In our research sample there were about 200 children whom (the informed concents of the parents were obtained) with complex work on identification of level of their communicative competence has been carried out (I-,socio-, cross-cultural, media and lingvo-making), with a dominant of their ethnocultural and language preferences. The balance level two-/multilingualism defines "quality" of the self-presentation and depth of self-identification of bi-and polilinguals in each language and in accordance with each etnolingvoculture they represent. At the same time, language is only a peculiar "thermometer" indicating the formation level of the communicative competence of the carrier of a communication situation. Taking into account that communicative competence includes 5 key components (content: I-competence, socio-competence (including professional society), ethno- and cross-cultural competence; tool: lingvo-competence and media-competence), it is possible to assume that a communication language is selected based on the possibility /impossibility and quality/level of realization of each of these competences on each of available languages of bi- and a polilinguals.

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