апрель 2019
Abstract / Full Text

The growth of the number of foreign students studying in our country is not only an increase in the image of the state in the world, but a substantial investment in the economy of Ukraine as well, primarily in education and science. At the same time, the necessary condition for the education of foreign citizens in Ukrainian HEIs is the appropriate level of Ukrainian language proficiency.

The acquisition of a sufficient level of proficiency in the Ukrainian language by foreigners is provided at preparatory departments of higher educational institutions. The proficiency level in the Ukrainian language of graduates of the preparatory departments should be sufficient for the unimpeded studying of educational disciplines in Ukrainian HEIs.

How to be with the regions of Ukraine, where the Russian language was and remains the main language of communication in the cities (Central, Eastern and Southern regions of Ukraine). Foreign students face a bilingual issue: they hear Russian more often than Ukrainian in the streets of cities. Until recently, students of the preparatory departments of the above-mentioned regions studied Russian language first. And then, already in the second year of study, they began to study Ukrainian language being first-year-students. However, according to this scheme, we help foreigners to adapt in society, but do not allow them to fully study in Ukrainian educational institutions, as teaching in them is conducted in Ukrainian.

Now, the priority of the first language is given to Ukrainian, but the problem of bilingualism has not gone away. Foreign students live among Russian-speaking population if they study in the Central, Eastern or Southern regions of Ukraine. Therefore, SHEs offer flexible teaching methods for two languages simultaneously in the first year of study at preparatory departments.

The first experience in organizing the simultaneous teaching of Ukrainian and Russian as a foreign language allowed us to identify the problems that arose:

1. Insufficiently developed teaching methodology.

2. The weakest link in the process of studying Ukrainian and Russian as a foreign language is the lack of quality textbooks that would meet modern requirements and would be maximally adapted to the teaching regions.

3. Contemporary learning of any language requires the use of information technologies, namely the development and implementation of electronic textbooks, the creation of various pedagogical software tools: multimedia educational programs, electronic dictionaries, reference books, etc.

The solution of these problems will improve the process of simultaneous teaching of Ukrainian and Russian as foreign languages at the preparatory departments of HEIs and will help foreign students to adapt as much as possible to the bilingual environment of the Central, Eastern and Southern regions of Ukraine.