The article presents the results of work on the implementation of pedagogical support for children with special educational needs raised in bilingual families. The Republic of Kazakhstan, where bilingual families are sufficiently represented, is taken as the basis for the comparative analysis. The results of bilingual interaction can be traced at almost all levels, but the most interesting from the point of view of social psychology, pedagogy and linguistics is the nature of the use of words, since vocabulary has close and extensive links with non-linguistic reality. In modern scientific literature, general issues of bilingualism are considered from the point of view of linguistics, psychology, psycholinguistics, sociology, but not from a pedagogical point of view. It is noted that the number of native speakers of the Kazakh language is gradually increasing among the younger generation in Kazakhstan. Young people often speak Kazakh better than their parents. At the same time, the peculiarity of Kazakh bilingualism is that its second component is the functionally powerful Russian language.