THE ROLE OF CREOLIZED TEXTS IN FOREIGN LANGUAGE COMPETENCE FORMATION WITHIN MULTILINGUAL EDUCATION
The purpose of this article is to study the features of songs as creolized texts, to determine their learning potential and compliance with modern requirements to foreign language education. Creolized texts are polycode entities consisting of verbal and nonverbal components referring to different semiotic systems (for example, an image, a melody, etc.), providing for the connection of various perception channels (auditory, visual), and thereby creating favorable conditions for understanding and assimilation of more information. The use of authentic nursery songs in foreign language teaching in multilingual schools is conditioned by their didactic properties, simplicity of their language and their specific structure with recurrent lexical units and grammatical structures The linguistic and linguoculturological analysis of song discourse in polylingual education allow to conclude that the use of authentic children's songs in the process of teaching foreign languages contributes to the solution of a number of methodological tasks. These songs implement such principles of teaching foreign languages as the principle of accessibility, visibility and activity. The songs contain a colloquial language reflecting the socio-cultural and linguistic traditions of the community. The authenticity of the songs context and discourse makes possible the use of these creolized texts as a way of broadcasting both linguistic and linguocultural information about the foreign country, what is especially important in multilingual teaching. Thus, authentic nursery songs contribute to the formation of a personality aware and positively perceiving linguistic and cultural differences, ready for cultural and linguistic interaction with other cultures representatives