Проблемы современной науки и образования

УЧЕБНЫЙ БИЛИНГВИЗМ В ПРЕПОДАВАНИИ ИНОСТРАННОГО 
ЯЗЫКА 
Ташматова Г.Р. 
 
Ташматова Гулнара Рафаиловна – преподаватель, 
 кафедра английского языка, факультет иностранных языков,
Ферганский государственный университет, 
г. Фергана, Республика Узбекистан 
 
Аннотация: данная статья посвящена вопросам учебного билингвизма при обучении 
иностранному языку. Автор статьи считает, что лингвистические, психолингвистические и 
социолингвистические исследования последних лет с нарастающей убедительностью 
доказывают не только неизбежность, но и правомерность, а также полезность учебного 
билингвизма, т.е. использования родного языка как способа педагогического сопровождения и 
развития учащихся на уроках иностранного языка. Учебный билингвизм рассматривается в 
данной публикации в своей основной форме: как переключение кодов, а также как 
межъязыковое обучение.
Ключевые слова: учебный билингвизм; переключение кодов; межъязыковое обучение; 
билингвальная среда; педагогическое сопровождение; культурное самоопределение; 
национальное самосознание. 
UDC 372.881.1 
The traditional approach to foreign language teaching involves creating a monolingual language 
environment in the classroom. This methodical tradition has its roots in innovations at the turn of the 
XIX and XX centuries, when the grammar translation method was replaced by the direct method of 
teaching English. Followers of this method opposed any form of native language appearance in the 
classroom, as it, in their opinion, contradicted the natural mastery of the language. The 
psycholinguistic science that emerged in the middle of the 20th century showed the naivety of a 
century old statement [1]. 
Linguistic, psycholinguistic and sociolinguistic studies of recent years with increasing persuasion 
prove not only the inevitability, but also the validity and usefulness of educational bilingualism, i.e. 
the use of the mother tongue as a method of pedagogical support and development of students' 
language skills in foreign language lessons. Educational bilingualism is considered in this publication 
in its main form: as a code switching, as well as inter-linguistic teaching. It provides scientific 
evidence that instructional bilingualism and inter-linguistic instruction have a beneficial effect on 
speech and intellectual development, promote cultural self-determination, relieve cognitive difficulties, 
and enhance interpersonal interaction in the classroom. Bilingualism in foreign language classes 
becomes natural in the context of a multicultural and bilingual learning environment in which 
language and content learning is integrated and social factors for the migration of cultures act [2].
Educational bilingualism is the functioning of two language and cultural codes in the language 
consciousness to perform cognitive tasks and communicate with the teacher or peers in the classroom, 
solving communicative tasks outside the classroom, independent activity of cognitive and entertaining 
character. The term "educational bilingualism" is "code switching" when participants in the 
educational process occasionally switch from a foreign language to their native one. Another form of 
educational bilingualism can be considered inter-linguistic (translanguage) teaching, in which 
literature in both foreign and native languages is used to develop students and broaden their horizons 
in a particular field. The key to educational bilingualism for professionals is the choice between the 
isolation (bracketing) of the mother tongue of students in the classroom, up to its complete prohibition, 
or the inclusion of mother tongue speech in the system of pedagogical scaffolding. 
The belief that bilingualism in a foreign language lesson has a devastating effect on learning 
outcomes and students is usually reinforced by traditional arguments that the mother tongue in a 
foreign language lesson reinforces inter-linguistic interference and causes an increase in 
lexicographical and grammatical errors among students. Students are expected to choose to speak to 
each other and to a foreign language teacher in their mother tongue, rather than prohibit them from 
using their mother tongue in a foreign language lesson. It is also claimed that if the mother tongue 
is used in the lesson, the time for practicing in the foreign language is reduced and the language 
skills of the students will not remain strong enough. Such arguments are usually made by foreign 
language teachers. 

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Studies have noted that supporters of monolingual foreign language teaching are steadfastly 
defended by those who ignore the natural interaction between native and foreign languages in the 
language consciousness of students, such teachers prefer not to notice the facts of constant and regular 
switching of codes in their own speech at their lessons. It should be noted that the arguments made by 
the followers of the direct method of teaching foreign languages contradict modern trends, when new 
data on the mechanisms of developing the communicative competence of students accumulate, the 
migration of cultures creates a multicultural and multi-linguistic environment both in society and in 
the classroom, students welcome the practice in which the teacher, in addition to a foreign language, 
uses the "own language" of students to support them in case of difficulties, to expand their horizons, to 
achieve interpersonality. 
It is believed that the time has come to learn more about the bilingual approach to teaching foreign 
languages. Such research is particularly relevant in the following socio-pedagogical circumstances: 
- the modern social environment is becoming more multicultural, and language code shifting is 
being used as a convenient strategy for interpersonal communication in the family, school and 
informal society [2]; 
- in the conditions of direct contact between languages and cultures, the processes of cultural self-
determination of an individual are inevitably activated, which are always accompanied by the 
preservation of his or her "self", awareness of his or her national identity and the manifestation of his 
or her cultural identity in a foreign language lesson; 
- language pedagogy is increasingly focused on language and language integrated learning (CLIL - 
Content and Language Integrated Learning), which makes it necessary to switch codes in the learning 
process; 
- code switching in a foreign language lesson is beginning to be considered as a methodological 
resource for improving learning efficiency, recognized both by teachers and students. 
Some scientists have suggested grounds for the hypothesis about the positive role of educational 
bilingualism. The basis for the hypothesis that educational bilingualism is a natural success factor and 
plays a positive role in achieving the learning result is the research of the process of learning a foreign 
language, which began in the second half of the last century and continues to this day. The 
latest 
publications shed light on the role of bilingual foreign language teaching in the intellectual 
development of students, in particular, in improving the effectiveness of problem solving [1]. 
According to statistics, school leavers who study bilingualism in integration with valuable information 
in their native and foreign languages achieve higher economic status in their life. The study concludes 
that in order to improve the economic status of students who demonstrate language learning success, it 
is necessary to fill the language course with trans-subject/ translanguage knowledge and provide 
bilingual education in the lesson [2]. 
With respect to all points mentioned above, it may be suggested that code switching in language 
classroom is not always a blockage or deficiency in learning a language, but may be considered as a 
useful strategy in classroom interaction, if the aim is to make meaning clear and to transfer the 
knowledge to students in an efficient way. Yet, it should be kept in mind that in long term, when the 
students experience interaction with the native speakers of the target language; code switching may be 
a barrier which prevents mutual intelligibility. Accordingly, the teacher has a vital role for preventing 
its long-term damages on foreign language learning process.