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APPROACHES IN TEACHING BULGARIAN TO CHILDREN WITH ANOTHER FAMILY LANGUAGE

Teaching Bulgarian to children with another family language is a condition for a successful transition to school education. Pedagogical support in Bulgarian language education is necessary to ensure quality education and progress for each child. This paper analyzes approaches that determine the organization of cognitive content and pedagogical interaction to build lasting speech and language skills. The systematic approach determines the sequence of introducing the cognitive content according to the specificity of the Bulgarian language system. The communicative-activity approach focuses on the interactions during which speech and language skills are acquired. The differentiated approach allows the teacher to work with each child and provide appropriate support. A concept and pedagogical technology is proposed.