Russian language as a factor in the formation of a language personality in a multi-ethnic environment

The article discusses the problem of the influence of the Russian language on the development of a modern linguistic personality, the actualization of which is associated with large-scale social phenomena obvious in Russia, reflecting global linguistic and cultural diversity; it is emphasized that in Kabardino-Balkaria it is associated with the multi-ethnic nature of the republic, the peculiarities of the development of the language situation, in which the dominance of the functional status of the Russian language and the prerequisites for its influence on the formation of the linguistic personality are predetermined; attention is being paid to the specifics of the development of a new format of the communicative space in the context of trends towards the preservation of the language and culture of the titular peoples of the republic against the background of the active processes of the formation of the Russian national identity. The material of the work was the results of many years of copyright observations and studies on the specifics of regional language practice and its impact on the formation of a linguistic personality at the preschool and school stages of education and upbringing; therefore, the main attention in the article is focused on the educational system in which the language of teaching all subjects is Russian language, which creates the format of its study in accordance with the requirements for the knowledge and competencies of the learning linguistic personality. On the basis of the presented illustrative and statistical data, their description, comparison, analysis, some problems of school teaching of the Russian language have been identified, which have a dominant influence on the formation of the linguistic personality; questions of the need for a quantitative increase and qualitative development of linguistic and communicative “readiness” (according to Yu.N. Karaulov) of the linguistic personality at different levels of the educational system and their correlation with the minimum mandatory requirements for its linguistic skills and competencies in the process of learning the Russian language are identified.