USING SUPPORT SCHEMES IN CORRECTING SOUND PRONUNCIATION IN SENIOR BILINGUAL PRESCHOOL CHILDREN

Grishanova Irina Alekseevna

The article will discuss the features of the development of speech structures and their correction in children who grow up in a bilingual environment and face certain difficulties in the process of mastering both their native language and a second, non-native language. These difficulties can relate to various aspects of the language: the sound system, grammatical structure and vocabulary. As a result of such obstacles, it may be more difficult for a child to develop and improve effective communication skills, which is necessary in modern society. The subject of this study is the correction of sound pronunciation in bilingual children of senior preschool age using support schemes. The purpose of the study was an assumption related to the theoretical justification and experimental work aimed at correcting sound pronunciation in bilingual children of senior preschool age using various support schemes. The main methods of work: theoretical (study and analysis of psychological and pedagogical literature) and empirical (observation, conversation, pedagogical experiment, processing of empirical data). The scope of this study can be designated as correctional and pedagogical assistance to bilingual children from the position of a defectologist and psychologist, as well as the work of a speech therapist on phonemic hearing and pronunciation. Conclusions: the use of support schemes can significantly facilitate the process of mastering the correct articulation and phonetics of both languages: firstly, support schemes contribute to better assimilation of phonetic rules due to their clarity and structure; secondly, the use of support schemes allows the teacher to create interactive and exciting activities that hold the child's attention and stimulate his interest in learning languages; thirdly, the use of support schemes helps children develop metacognitive skills, that is, awareness and control over their own learning process.

Keywords:The article will discuss the features of the development of speech structures and their correction in children who grow up in a bilingual environment and face certain difficulties in the process of mastering both their native language and a second, non-native language. These difficulties can relate to various aspects of the language: the sound system, grammatical structure and vocabulary. As a result of such obstacles, it may be more difficult for a child to develop and improve effective communication skills, which is necessary in modern society. The subject of this study is the correction of sound pronunciation in bilingual children of senior preschool age using support schemes. The purpose of the study was an assumption related to the theoretical justification and experimental work aimed at correcting sound pronunciation in bilingual children of senior preschool age using various support schemes. The main methods of work: theoretical (study and analysis of psychological and pedagogical literature) and empirical (observation, conversation, pedagogical experiment, processing of empirical data). The scope of this study can be designated as correctional and pedagogical assistance to bilingual children from the position of a defectologist and psychologist, as well as the work of a speech therapist on phonemic hearing and pronunciation. Conclusions: the use of support schemes can significantly facilitate the process of mastering the correct articulation and phonetics of both languages: firstly, support schemes contribute to better assimilation of phonetic rules due to their clarity and structure; secondly, the use of support schemes allows the teacher to create interactive and exciting activities that hold the child's attention and stimulate his interest in learning languages; thirdly, the use of support schemes helps children develop metacognitive skills, that is, awareness and control over their own learning process.