PSYCHOLINGUISTIC AND METHODOLOGICAL FOUNDATIONS OF TEACHING THE ANALYSIS OF LITERARY TEXTS TO SCHOOLCHILDREN IN A BILINGUAL ENVIRONMENT

The article is devoted to the psycholinguistic patterns and an effective methodological system for teaching and in-depth analysis of literary texts in Russian language and literature classes for schoolchildren studying in a bilingual environment. The study examines the mechanisms of text perception, comprehension of subtext, and overcoming interlingual interference among bilingual students. The author shares personal experience and, based on pedagogical observations, proves the effectiveness of a three-stage model of working with texts and modern interactive strategies.