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Abstract
This article examines the pedagogical conditions that contribute to the development of communicative and speech skills in bilingual children aged 5–6. Taking into account children’s bilingual experiences, organizing authentic communicative situations, making functional use of their existing linguistic repertoire, and providing gradual pedagogical support are substantiated as the key components of the methodological framework. The article also considers the initial concept of an original pedagogical assessment protocol entitled BINKOM-5/6 and explores the possibilities of drawing on the experience of international assessment instruments in its development.
References
1. Gagarina, N., Klop, D., Kunnari, S., Tantele, K., Välimaa, T., Bohnacker, U., & Walters, J. (2019). MAIN: Multilingual Assessment Instrument for Narratives – Revised. ZAS Papers in Linguistics, 63. https://doi.org/10.21248/zaspil.63.2019.516
2. Bohnacker, U., & Gagarina, N. (2019). Background on MAIN – Revised, how to use it and adapt it to other languages. In MAIN: Multilingual Assessment Instrument for Narratives – Revised. ZAS Papers in Linguistics, 63, iv–xii.