ТЕОРЕТИКО-МЕТОДОЛОГІЧНІ ЗАСАДИ ФОРМУВАННЯ БІЛІНГВАЛЬНОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ ІЗ СОЦІАЛЬНОЇ ПЕДАГОГІКИ

In the article it is described the methodological principles of formation bilingual professional competence in future social pedagogues. It is proved that for the development of bilingual professional competence in future social pedagogues we need a special educational system, which could be implemented through the appropriate training technology, with its aims, goals, objectives, appropriate set of pedagogical approaches and principles. It is described that in the process of studying the professional subjects by bilingual method the selection and structuring content of specific courses are based on modular, vocabulary and lexico-terminological approaches. Successful mastering of learning the professional courses depends on the sequential accumulation of specific terminology by its semantization. The formation of bilingual professional competence of students is based on self-oriented approach which includes not only the development but also self-development of students based on their own orientation, revealing their personal qualities, gives students the possibility to create a situation of choice in learning activities in accordance with its capabilities, including communicative, and sociocultural approach that promotes motivational strategies for bilingual education. On the basis of pedagogical approaches it have been singled out the most important principles for the development of bilingual professional competence of future social pedagogues: the incoming inspection principle (that provides training in accordance with the existing level of training and cognitive skills of students), the principle of professional orientation (based on the formation and development of professional competencies of students, among which is bilingual professional competence), the principle of semantization information (special explanation the meaning of concepts, terms, the rules of their usage and translation, leading to a holistic understanding of objects and phenomena in the bilingual education), the principle of scientific innovation, diversity of forms and methods of teaching, the principle of cross culture and functional activities of students. Further studies we considered in the development of learning technology, which will be based on the above mentioned theoretical and methodological foundations of bilingual education of future social pedagogues.