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Abstract: The article deals with the problem of training a foreign-Russian bilingual for the profession of a teacher of the Rus-sian language in the situation of a bilingual Komi-Permyak-Russian department of a pedagogical university taking into account the specificity of their linguistic personality. Based on the existing interpretations of the concept of “linguistic personality” in modern linguistics, the study offers an interpretation of the concept of “bilingual personality” of a foreign-Russian bilingual person – a rep-resentative of the indigenous ethnic group of the Russian Federation, who speaks two languages – the native language and the Rus-sian language. The starting point is constituted by the idea that a bilingual student demonstrates specificity in speech in the situation of profes-sionalizing Russian-speaking discourse, which determines their special linguo-methods training for the profession of a Russian language teacher. This consideration is fundamental for setting the aim of the study: concretization of the concept of “bilingual personality” of a foreign-Russian subject of communication in the aspect of their knowledge of Russian (non-native) language in the situation of philological education at a pedagogical university and clarification of the interpretation of the model of a linguistic personality in the aspect of foreign-Russian bilingualism. The bilingual personality is considered from the position of the zero (verbal-semantic) level, reflecting the degree of everyday knowledge of the native and the Russian languages; the first (linguo-cognitive) level, which establishes the specificity of the ethnocul-tural worldview; the second level, which determines the motives and goals of its development. The bilingual personality of a foreign Russian-speaking subject of communication has value-based orientations and motivation for the development and improvement in the professional paradigm. The bilingual personality knows two language systems and their means, actively uses them to achieve goals and objectives in their training for the teaching profession, has a bilingual/bicultural cognitive basis and acts in the three roles of a speaking/listening/writing subject: as a linguistic, as a speaking, and as a communi-cative personality.

About the author(s) :

Natalia V. Medvedeva
Perm State Humanitarian Pedagogical University (Perm, Russia)

ORCID ID: https://orcid.org/0000-0002-0152-2922

Publication Timeline:

Date of receipt: 10.02.2023; date of publication: 24.06.2024

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