TO THE QUESTION ABOUT THE FEATURES OF THE GRAMMATIC IMPAIRMENT OF STATEMENT IN CHILDREN WITH BILINGUALISM AND SPEECH DISORDERS

DOI: 10.15293/1812-9463.2102.07

УДК 376.36+372.3/.4

Kovrigina Larisa Valentinovna

Candidate of Pedagogical Sciences, Associate Professor, Novosibirsk State Pedagogical University, Novosibirsk. E-mail: Larisa_kovrigina@mail.ru. ORCID: 0000-0002-8421-1045

Modern political and economic trends in the development of society have made certain adjustments to the system of domestic education, which, in turn, has led to the emergence of problems, the existence of which no one even suspected twenty years ago. One of these problems is teaching children in the state language in state schools, for whom the language of everyday communication is not Russian, but the language of one of the small peoples of the Russian Federation. When involved in the educational process, these children find themselves in a forced bilingualism system, which becomes a risk factor for learning difficulties. When two different languages are used in different situations, the dominant language system has a significant effect on the other, as a result of which they mix, the result of which is the child’s speech and language difficulties, the most noticeable of which are systemic errors in the grammatical structuring of the oral and, later, written utterance. In many respects, the grammatical problems of children with bilingualism intersect with the problems of grammatical design of speech by children with hearing and speech impairments, however, it is not possible to fully implement correctional and speech therapy approaches to overcoming grammatical disorders in the oral and written speech of children with bilingualism, since the violation is determined by other mechanisms.

Keywords: bilingualism, speech disorders, general speech underdevelopment, mechanisms of agrammatism.

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