EXPERIENCE OF E-LEARNING OF BILINGUAL CHILDREN IN RUSSIAN AS A FOREIGN LANGUAGE

In recent years, many researchers wrote about the different models of the development of bilingualism at an early age. The effectiveness of each model depends largely on those individuals who participate in the training of a bilingual child. Russian parent in a foreign country is often the only person who speaks to the child in Russian and tries in every way to stimulate and support his language development. Russian-speaking parent, unfortunately, in such situations, find themselves alone with their task, as it is not always possible to meet with other Russian-speaking compatriots, there are no Russian weekend schools or Russian language clubs for young children, etc. The child, being constantly in a foreign language environment, gradually ceases to understand the content of the conversation in Russian, catching only individual fragments. Thus begins the weakening, and then the Erasure of one language and the rapid development of the language environment. In such a situation, digital educational resources on Russian as a foreign language can help, because they are focused on distance learning of the language and the development of various language skills and abilities of children. The authors of this article selected various digital resources on Russian as a foreign language for children and offered as an experiment for families living abroad and raising bilingual children. After the digital lessons, parents accompanying the learning process noted various difficulties related to both the quality of the content of digital resources and its design. Among the problems listed by the participants of the experiment, most often stand out such as: 1) inconvenient navigation or lack of automatic transitions from task to task; 2) ignoring the phenomenon of language interference; 3) the inclusion of tasks irrelevant or difficult for children vocabulary, as well as the difficulties of updating the proposed dictionary; 4) boring non-modern way of presenting the material; 5) complex audio tasks that require knowledge of the language at an advanced level, and much more. The results of experimental digital classes held at various foreign countries (Turkey, Germany, France, USA, etc.) allowed the authors of this article to identify and describe the most problematic areas of existing digital resources on Russian as a foreign language. The obtained results can be useful both for the creators of digital resources on Russian as a foreign language, and for all users of resources for distance learning.