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Abstract

The multicultural environment is an intercultural and interlingual space in which representatives of different languages and cultures interact. The modern system of teaching Russian language and literature involves updating the methodological equipment of philological education. The main linguistic principles in teaching Russian to bilingual students are functional, communicative, comparative-typological and linguo-cultural principles. The functional approach provides for the identification of features of the functioning of linguistic units in different spheres of social activity. The communicative principle implies that mastering the Russian language as a means of communication occurs in the process of speech practice, as close as possible to the process of communication in Russian. Identification of similarities and differences between languages, interlanguage comparison contributes to the establishment of possible areas of grammatical and lexical interference. The linguo-culturological principle provides for the awareness of language as a cultural phenomenon and is associated with the ability to determine the national-cultural component of language units-words, phraseological combinations, grammatical categories, text. The comparative typological principle, by means of which the universal types of convergence and divergence of languages are identified, gives tangible results in the practice of teaching languages. In teaching Russian literature in a polyethnic region, a special place is given to the cultural approach to the study of works of art. The concept of the dialogue of cultures makes it possible to take a fresh look at the problem of literary education of students, to make it more productive and holistic. The importance of historical-typological and comparative study of Russian and native literature of students, the use of local history material in the course of the history of Russian literature.