In the dissertation for the first time it has been carried out a scientific solution to the problem of educating bilingual culture of the future foreign language teachers. Based on the analysis of philosophical, lingua-cultural, psychological-pedagogical scientific sources, the theoretical and methodological foundations of bilingual culture education of future foreign language teachers in the integral educational process of a pedagogical educational institution have been determined.
«Bilingual Culture of a Foreign Language Teacher» is defined as an integrative personal formation, which is a component of the general and professional and pedagogical culture of a future foreign language teacher, and is characterized by a harmonious combination of the formation of such components as: systems of lingua-cultural knowledge; bilingual linguistic consciousness; systems of human common values; socio-cultural tolerance and empathy towards representatives of another culture; intercultural communicative competence; professional-communicative skills of formation of bilingualism of pupils, which are implemented in pedagogical and cultural activity of a philologist.
The components of the bilingual culture of future teachers have been highlighted: cognitive, axiological, communicative, self-regulation and aesthetic, which interconnect and complement cognitive, affective, axiological, self-regulatory and behavioral spheres and determine the ability of an individual to interact with other cultures at all levels of intercultural communication. Criteria and indicators, levels of formation of a bilingual culture of future foreign language teachers have been defined and substantiated.
The education of bilingual culture among future educators of philologists in higher pedagogical educational institutions is defined as an innovative, specially organized process that requires the development of a model of organizational and methodological system that has been defined as the organic unity of interdependent elements such as the concept idea, purpose, task, content, form, methods and means, pedagogical conditions as well as the subject-subject relations, which are established between all participants in the educational process, in which the development of socially significant qualities, installations and value orientations of a bilingual person, characterized by a certain degree of knowledge of two languages necessary for communication in both languages; the formation of intercultural communicative competence, developed bilingual linguistic consciousness, which includes bilingual subject code and a linguistic picture of the world of two cultures.
The complex of pedagogical conditions (didactic, organizational and educational and developmental (akmeological)) has been determined, which ensures the efficiency of the system's functioning: the modular construction of the content of foreign education and its socio-cultural content; the creation of a cultural and educational bilingual environment; the involvement of students in active interaction in the integrated multicultural space of pedagogical higher education; dialogic interaction between subjects of the educational process; pedagogical stimulation of students reflection.
A structurally functional model of the organizational and methodological system for educating bilingual culture in future foreign language teachers has been theoretically substantiated, designed and experimentally tested, and methodological support has been developed to educate all components of bilingual culture in pedagogical educational institutions.
