EXPERIENCE IN INTEGRATING PROJECT ACTIVITY TECHNOLOGY AND CRITICAL THINKING TECHNOLOGY IN THE LESSONS OF RUSSIAN AS A NON-NATIVE LANGUAGE

The article has a practice-oriented character and is devoted to the problem of developing the communicative competencies of bilingual schoolchildren of grade 5. The paper describes the methodological experience of integrating the technology of project activity and critical thinking technology in a Russian as a non-native language lesson: criteria for determining the level of formation of communicative competence (linguistic, speech (sociolinguistic), rhetorical) of bilingual students are proposed; a lesson model is created. The authors note that the implementation of research and creative exercises based on techniques of critical thinking development technology in such lessons has great didactic potential, since it allows covering a wide range of issues relevant to children learning Russian as a non-native language and creates conditions for interaction and cooperation of students of different nationalities and cultures.