Forecast of the communication in the state language of bilingual children in the first grade

Alina Jasovičienė and Jonas Dautaras in their article draw a conclusion, based on the research carried out, that the impact of a foreign language on the mother-tongue may be considered positive only to a certain extent, until phonetic, lexical and semantic structures begin to decompose. Bilingualism is much more dangerous to pupils with special needs that do not demonstrate high linguistic ability as they feel flaws of their speech and, therefore, are not keen on communicating with the educator and their peers. Bilingual children face difficulties of spoken and written language in the preschool and primary classroom. The research showed that 42 per cent of the researched have language interference problems: a certain accent, mispronunciation: wrong pronunciation of vowels and diphthongs, difficulties in differentiating between sounds of a foreign language that are not present in the mother tongue, mixture of vocabulary and grammar of the two languages, mistakes of idea, expression and concept use. 66 per cent have problems of learning the state language: children with severe development disorders make up 8 per cent of them, those with insignificant speech and communication problems make up 16 per cent while 42 per cent have language interference problems that cannot be considered special communicational disorders. Due to additional problems, help of various specialists (speech therapist, psychologist, special pedagogue) is necessary for the children