Selection and construction of educational technologies in the process of teaching Buryat as a second language to schoolchildren

The problems of teaching the Buryat language remain the most acute in the general education system of the Republic of Buryatia. Herewith the low functionality, overload, weak practical and activity orientation, meaninglessness of a significant amount of content, the dominance of verbal and reproductive teaching forms lead to teacher’s rapid alienation from the discipline. The article attempts to consider the technological component of the learning process, which modifications and construction with account of consistent and integrated implementation, will allow not only partially eliminating the above mentioned shortcomings, but also predicting and creating an effective learning environment for the second language. The environment can be used as a basis for constructing technology taking into consideration the context. When studying the Buryat language at school on a voluntary basis, it is necessary to search and develop new technologies. It is explained by the fact that the environment is an integral component of educational process organization. This is the reality, which in our case has arisen spontaneously and predetermined the idea of organizing age-diverse open project groups for teaching the Buryat language.