SOCIO-COGNITIVE FACTORS OF TEACHING WRITING THE BULGARIAN BILINGUAL CHILDREN

Abstract

The article presents findings from the research where 115 4th grade children were examined. The children were divided into two groups: the experimental group (children from segregated classes: 60 Roma and Turkish children) and the control group (consisting of 55 Bulgarian children). The study had the goal to find out which socio-cognitive factors influence the learning process of the grammatical rules of the written Bulgarian language. The children who study Turkish as a mother tongue show the best results, because understanding the mother tongue rules of the language helps the children to understand the grammatical rules of their second language -Bulgarian. The article suggests some ideas about the methodology of teaching bilingual children written Bulgarian in Bulgaria - mainly Roma and Turkish children, who study in segregated classes.