EDUCATING BILINGUAL CHILDREN IN PRESCHOOL INSTITUTIONS: EXPERIENCES OF AUSTRIAN EDUCATORS

Abstract

The article analyzes the peculiarities of bilingual children's education in preschool institutions. The main research method is interviews. After analyzing the experience of Austrian preschool teachers, it was determined that bilingualism is a natural phenomenon that promotes children's linguistic and cognitive development, improves problem-solving skills, flexibility in thinking, and adaptation to new situations. Educators also face challenges in teaching bilingual children related to limited vocabulary and language mixing. These phenomena are often temporary and can be overcome if the child receives appropriate support both at school and at home. Austrian preschool teachers most often use visual and multisensory tools, creative activities, flexible language combinations, and an individualized approach to each child when teaching bilingual children, and they consistently collaborate with the children's parents.