Life Science Journal 2014;11(8) http://www.lifesciencesite.com http://www.lifesciencesite.com lifesciencej@gmail.com 524 Definition of development level of communicative features of mathematical speech of bilingual students Leila Leonardovna Salekhova 1 , Nail Kadirovich Tuktamyshov 2 , Rinata Raisovna Zaripova 1 , Rasih Farukovich Salakhov 1 1 Kazan (Volga Region) Federal University, Kremlyovskaya Str., 18, Kazan, 420008, Russia 2 Kazan State University of Architecture and Engineering, Zelenaya Str., 1, Kazan, 420043, Russia Abstract. Lingual environment of Republic of Tatarstan (Russian Federation) is bilingual. Pupils in schools are being taught on two languages: Russia and Tatar. Some graduates of schools of Republic of Tatarstan study in the institutions of high education on bilingual base. The aim of research is to develop and apply definition criteria of development level of basic communicative features of mathematical speech of bilingual students. [Salekhova L.L., Tuktamyshov N.K., Zaripova R.R., Salakhov R.F. Definition of development level of communicative features of mathematical speech of bilingual students. Life Sci J 2014;11(8):524-526] (ISSN:1097-8135). http://www.lifesciencesite.com. 71 Keywords: bilingual education, bilingual competence, bilingual students, basic characteristics of “mathematically structured speech” (MSS) Introduction Years of global reformations that have been going on in Russian since the end of XX century caused maturing of multilingual system in the Republic of Tatarstan that may be seen in using Tatar and other languages in official and informal communication. About 82% of Tatarstan youth has acknowledged the necessity of having fluent Russian and Tatar [1]. Graduate student in Tatarstan may study in two languages. For example on the capital of Tatarstan the city of Kazan the following high education institutions provide the possibility to study on bilingual basis: Kazan Federal University, Kazan State Architecture and Civil University, Kazan National University of Research and Technology. But each institution of high education realizes its own model of bilingual education due to specifics of professional education and the lack of state governing in the sphere of bilingual high education. Paradoxical situation has developed in the Republic of Tatarstan. On the one hand, students that had been studying mathematics in school in Tatar language are obliged to pass USE (united state examination results of which is accounted for putting in the list of students) in Russian like all the graduates of Russian schools. On the other hand, after entering high educational institution many students choose Tatar language as the language of education. As a result in one group there may study students with principally different level of knowledge of Tatar language. Trainers have a pedagogical problem of selection of the strategy of bilingual education. Mathematics is the discipline of research in our work because it is the base of professional engineering education. Knowledge of mathematic terminology and the capability of logic thinking as well as the capability to conduct proving are necessary conditions of mastering engineering disciplines. Theoretical base of our research is being formed of the works of Russia scientists B.V. Gnedenko, J. Ikramov, A.A. Stolyar, A.Ya. Khinchina [2]. They have analyzed speech development in the process of mathematic studying in tight connections with development of the culture of thinking. We have also relied of the works of foreign scientists Ellerton [3], Clarkson [4], Austin и Howson [5], R. Barwell, J. Moschkovich, S. Staats [6] covering the study of the role of language in study mathematics. They analyze the conception “academic language” in mathematics, study the so called “hybrid language” used by mathematicians for communicating mathematical ideas to mass reader. According to Cummins [7, 8] bilingual students are better in mathematics if they speak both languages of education relatively well. It is proved by the works of Clarkson [4], Clarkson & Dawe [9], Moschkovich [10], Secada [11], Setati [12]. Some scientists propose certain methods, for example, Salekhova L.L. and Tuktamyshov N.K. Use speech- thought tasks for development of mathematical speech on the second language [13]. The difficulty lies in defining characteristics of “mathematically structured language” of a student. Listed researches do not give definition of this conception and do not work out criteria and indicators of its development. Method Let us introduce basic criteria of “mathematically structured language” of students: correctness, accuracy and logic basing on the fact that the language manifests itself in speech. It is the least set of communicative qualities that in general allows making conclusions about the level of definition of a certain type of speech [14]. Correctness of speech