Optimisation of the English teaching process to bilinguals: Specifics of working with students from Asian countries

Background. The article explores the strategies of the English teaching process to the native bilinguals from Asian countries using the example of students from Turkmenistan speaking Russian, English and Turkmen. The article pays special attention to the analysis of key linguistic, cognitive and sociocultural characteristics of this category of students determined by the influence of their native language and educational culture, and also examines the specific didactic challenges that arise when working with three languages belonging to different language families (Slavic, Germanic, Turkic). Relevance of the study is determined by the need to optimize the process of teaching English as a third language to Turkmen students, reduce the impact of interference in learning and create conditions to the educational process. Purpose. Based on the principles of interference, strategic approach and efficient use of digital resources, to propose a comprehensive methodological model aimed at overcoming typical difficulties (phonetic, grammatical and pragmatic), development of communicative competence and taking into account cultural aspects of learning to improve the effectiveness of the educational process. Materials and methods. The authors used theoretical and empirical research methods. The methodological and theoretical basis of the study are the papers of Russian and foreign researchers. Generalized pedagogical experience of teaching English and knowledge obtained as a result of empirical observations and methodological techniques made it possible to identify ways to optimize the educational process. Results. A comprehensive and flexible methodological model for teaching English to students from Asian countries is described using the example of teaching Turkmen students majoring in “Pedagogical education”; methods for optimizing the educational process and increasing motivation taking into account linguistic, sociolinguistic and cognitive factors have been identified. Practical implications. The use of this integrated approach is possible at a university when teaching English to foreign students from Asian countries.