Features of Applying a Contrastive Approach in Training Students to Teach Russian in the Context of Komi-Permyak-Russian Bilingualism

Abstract

The research describes the features of training future teachers to teach Russian in the context of Komi-Permyak-Russian bilingualism. It is characterized by the following types: coordinative (since speakers are fluent in both languages in society), active (since speakers use both languages during instruction, at home, and in communication with peers), contact (speakers maintain contact with both native Russian speakers and native speakers of their native language), and parallel (some students acquire Russian based on their native language). During the ascertaining experiment, it was found that language arts teachers proficient in both Komi-Permyak and Russian, in the process of teaching Russian, use the native language to compare similar and different linguistic phenomena and conduct preventative work to overcome interference errors. Our study is devoted to the application of contrastive approach techniques in the practice of preparing bilingual students for teaching Russian. The study focuses on the application of methods within the contrastive approach, particularly examining the possibilities of using contrastive analysis when studying morphological topics and describing corresponding techniques. Based on this, the author’s model of a lesson fragment is presented, and the topics of lessons developed during classes with students are outlined.