SCIENTIFIC SUBSTANTIATION OF THE PRINCIPLES FOR THE FORMATION OF COMMUNICATIVE-COGNITIVE COMPETENCE IN THE CONTEXT OF INSTITUTIONAL BILINGUALISM

Abstract

The article examines and scientifically substantiates the principles underlying the formation of students’ communicative-cognitive competence in the context of institutional bilingualism. It highlights a coherent system of interrelated principles that ensure the integrated development of knowledge, skills, and communicative abilities within bilingual educational settings.

Particular emphasis is placed on the interrelation between language and thought activity-based learning; interlingual interaction and transfer; dialogicity and socio-cultural determination; cognitive activity and consciousness; cognitive conceptualization; systemic integration of competence components; phased internalization; and the integration of educational technologies. The functions of these principles within the educational process are analyzed, demonstrating their crucial role in fostering effective bilingual instruction.

Drawing on contemporary theoretical and conceptual approaches of foreign scholars, the author argues that communicative-cognitive competence develops through purposeful, action-oriented tasks and collaborative meaning-making in socio-culturally conditioned contexts. Systemic integration of components, phased internalization, and technological integration contribute to the formation of comprehensive, autonomous, and effective competence. Together, these principles constitute a theoretical and methodological framework that enables the organization of bilingual education in an integrated and systematic manner.