Methods of Using Russian and Native Languages in Teaching English in a Kyrgyz School

The article is devoted to the study of methodological foundations of teaching English in the conditions of Kyrgyz-Russian bilingualism. The relevance of the topic is due to the need to overcome specific difficulties of interference arising in Kyrgyz-speaking schoolchildren when three language systems collide: native, Russian and English. The aim of the work is the theoretical substantiation and practical development of a methodology that uses the resources of the native and Russian languages to optimize the educational process in primary school. The study used the method of comparative analysis of phonetic, grammatical and lexical structures of contacting languages, which made it possible to identify areas of potential errors and positive transfer. The results of the study demonstrate the effectiveness of a three-stage system of exercises, including multimodal semantization, inductive grammar teaching and communicatively oriented tasks with dosed support on previously studied languages. The developed methodology, integrating the principles of conscious comparison and communicativeness, helps to reduce language anxiety of students and form stable speech skills. It is concluded that the competent use of interlingual parallels transforms the phenomenon of multilingualism from an obstacle into a powerful cognitive resource for students.