Formation of Cultural Identity of Bilingual Children in the Conditions of Russian Everyday Life

Abstract

In the 21st century, many children learn different languages from an early age. The teaching practices of everyday life are considered as an environment. The purpose of the study is to identify the features of the formation of the cultural identity of bilingual children in everyday life. In such circumstances, the ‘guide’ is an important adult who is not only a parent, but also a teacher for the child. Overcoming the binary oppositions of the culture ‘friend or foe’ and the development of a culture of dialogue becomes possible precisely in this context. The authors’ appeal to the problem of the formation and development of the cultural identity of bilingual children in the socio-cultural conditions of the 21st century is due to a number of factors. The main results of the study are that, firstly, bilingualism and polylingualism are common everyday practices that have become an integral part of the life of a modern person. Secondly, the parents are interested in the child speaking two or more languages, which in the future will allow him to adapt in a multicultural environment and successfully build communication. Thirdly, teaching several languages from early childhood has its own specifics, since thinking and the speech of bi- and polylingual children differs from thinking and the speech of monolinguals. The conclusions reached by the authors are that the combination of online and offline technologies in teaching foreign languages contributes to the harmonious entry of students into the language environment in a multicultural world; maintaining interest in the language and the application of educational practices in everyday life is a task that is solved not only by teachers, but also by parents; language learning from early childhood has a special effect on the child’s thinking. The authors point out the problem associated with the for mation of cultural identity: how much the knowledge of a foreign language and the maintenance of the practices of the ‘other’ culture at the everyday level ensures overcoming of binary oppositions of culture and contributes to the development of a culture of dialogue in modern communicative practices.