Individualization of the educational environment for bilingual primary school students

the article focuses on the individualization of the educational environment for bilingual primary school students. In the current sociocultural context of Russia, characterized by an increasing number of students for whom Russian is not a native language, the creation of an adaptive educational environment is becoming particularly relevant. The theoretical section analyzes pedagogical approaches to individualization and models of support for bilingual young learners. The empirical base of the study includes three schools in the Voronezh region implementing programs that take into account the bilingual background of their students. The research employed methods such as surveys, document analysis, and participant observation. The results are presented in a table that identifies factors that facilitate or hinder effective individualization. This article may be of interest to educators, school methodologists, teacher trainers, and curriculum developers. Research aim – to analyze theoretical approaches and conduct an empirical study of the individualization of the educational environment for bilingual primary school students in order to identify effective pedagogical conditions and methods that support successful language and educational adaptation in a multilingual setting. Research objectives: - to examine the current state and key theoretical concepts of bilingualism and educational individualization in primary education based on Russian and international studies; - to analyze pedagogical technologies applied to support bilingual students in the context of an individualized educational process; - to carry out an empirical study of the educational environment and the specific needs of bilingual students in selected schools in the Voronezh region; - to identify key factors influencing the successful adaptation and learning of bilingual children, and to assess the effectiveness of the applied teaching methods; - to formulate recommendations for organizing an individualized educational environment for bilingual students in primary school. The object of the study is schoolchildren for whom Russian is a non – native language. The subject of the study is the individual characteristics of their speech behavior in educational and daily communication.

bilingual students, primary school, individual approach, educational environment, adaptation, pedagogical support