Models of wordplay formation in the context of classroom bilingualism

The article has been written in the context of studying processes of the English language acquisition in non-native language environment, which has become really widespread in the modern world. The article describes and classifies models of wordplay formation in the situation of classroom bilingualism, which is understood as linguistic proficiency in two language systems, one of which has been acquired in the process of learning. The observed facts of wordplay are defined with the term «igrema». The suggested typology of wordplay includes phonetic, morphological and lexical language levels. Basing on these linguo-creative peculiarities of the wordplay in speech of classroom bilinguals, ten models of wordplay have been identified. Each model is the result of the language transformation of the «igrema» and the word-stimulus, and it is based on the unique relations between the expression plane and content plane. At the same time, it is pinpointed that the wordplay in the situation of classroom bilingualism is characterized by content transformations, and wordplay itself turns out to be an inevitable feature of classroom bilingualism at a relatively high level of second language proficiency, since, unlike language errors, wordplay is created on purpose.