Bilingual communication culture as a scientific and pedagogical problem of modern times

Abstract

The article is devoted to a comprehensive study of bilingual communication culture as a priority scientific and pedagogical problem in the context of modern educational reform in Ukraine.

Objective. The aim of the research is to conduct a systemic analysis of the phenomenon of bilingual communication culture, determine its structural components, and substantiate effective innovative technologies for its formation in older preschoolers.

Methods. The study employs a set of interconnected methods: a systemic analysis of communicative cultural linguistics concepts to determine the theoretical foundations; a comparative analysis of international and domestic experience in implementing early bilingualism; a structural-functional analysis to detail the components of bilingual culture; and a content analysis of regulatory acts, in particular the Law of Ukraine "On Preschool Education" (2024).

Results. The strategic importance of the introduction of the English language from 2026 and its impact on the transformation of preschool education are analyzed. The theoretical foundations of communicative cultural linguistics and the Interdependence Hypothesis are determined. The paper details the structural components of bilingual culture: cognitive, motivational, axiological, behavioral. Particular attention is paid to the psychophysiological advantages of bilingualism, in particular the development of executive functions of the brain. The expediency of using interactive methodological approaches (TPR and CLIL) is substantiated. The necessity of creating a holistic bimodal-bilingual environment through the integration of the efforts of the educational institution and the family is proved.

Conclusions. It is established that the formation of bilingual culture is an integral condition for effective sociocultural adaptation and European integration of Ukrainian education. The rejection of traditional academic forms in favor of gaming technologies, as well as raising the level of language training of teachers, are key conditions for solving this problem.