ДИГИТАЛНО ИНИЦИИРАНИЯТ БИЛИНГВИЗЪМ В ПРЕДУЧИЛИЩНА ВЪЗРАСТ
DIGITALLY INITIATED BILINGUALISM IN PRESCHOOL AGE

Summary/Abstract: This theoretical study addresses the phenomenon of digitally initiated bilingualism in preschool age, characteristic of the „Alpha” generation. Based on studies of contemporary scientific sources and direct observations, the publication reports and registers the spontaneous and unstructured acquisition of a second language (predominantly English) by today’s preschool children through their persistent playful interaction with screen content. The aim of this theoretical exposition is to attempt to present and define a relatively new scientific problem for specialists in the field of preschool education. The material is aimed at a wide audience, including students of pedagogical specialties, active preschool teachers, parents of preschool children, and other interested parties. The discussion reveals conflicting viewpoints, highlighting the dissonance between the skepticism of educators, the expert doubts of some researchers, and the actual observations of effective communication of preschool children in natural conditions. The results emphasize the need for theoretical and empirical pedagogical studies in the context of the current digital transformation in education, with a view to adapting the style of upbringing and pedagogical interaction of modern preschool children.

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