Formation of intellectual and creative potential of bilingual students in extracurricular activities (on the example of the Russian language Olympiad)

The article is devoted to one of the topical issues of modern linguistic methodology – the formation of intellectual and creative potential of bilingual students in extracurricular activities. One of the forms of extracurricular activities, one of the most common forms of enriching the intellectual and developmental resources of the educational environment is the Olympiad, which allows you to overcome difficulties; immerses the student in a certain area of scientific knowledge; helps to identify various aspects of students' giftedness. The scientific article presents the experience of working in the Russian language Olympiad for students of schools with a native (non-Russian) language of instruction of the Republic of Tatarstan. Russian Language Olympiad for bilingual students is one of the methods of immersing students in the Russian language environment, involving students in active language practice, one of the ways to increase interest (about interest as an important pedagogical tool, as a powerful incentive for learning, the article also pays great attention) in language learning, formation along with communicative, speech competence and cultural studies. An expedient and methodically correct solution in the development of Olympiad tasks is to take into account didactic principles: the principle of science, the principle of entertainment, the principle of accessibility. Thus, the scientific work reveals in detail the content of each principle, argues for the scientific propositions put forward, talks about the importance of understanding the terms, the essence of the issue of the linguistic task at the Olympiad. Special attention is paid to the principle of accessibility, taking into account the individual characteristics of students and the phenomenon of interference (the influence of the native language). As a research material, the analysis of written Olympiad papers of bilingual students was carried out, their typical mistakes were revealed. Since the greatest number of errors is associated with writing an essay (an essay is one of the forms of written work in which both students' knowledge and their creative potential are tested), the scientific work describes in detail the difficulties faced by students. As a result of the study, it is said about the possible linguistic and methodological assistance to teachers, about the importance of implementing textual activities in Russian language lessons. For a structural and visual representation of the proposed provisions, a model for the formation of the intellectual and creative potential of students has been compiled.

intellectual and creative potential, interest, linguodidactics, bilingual students, Russian language Olympiad, extracurricular activities