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This article addresses the problems of integrating bilingual pupils (of Roma and Turkish origin) in primary school from a logopedic perspective. The main aim of the research is to compare qualitative and quantitative parameters of dysgraphia disorders and specify their types in bilingual and monolingual pupils (Bulgarians) of primary school age. The methods include exploring: basic graphic habits, phonematic perception, writing in different language situations, and identification and typology of specific dysgraphia errors according to certain criteria. The analysis indicates a similar negative trend among achievements of bilingual pupils, both Roma and Turks, whereas the monolingual learners, Bulgarians, prove to be most efficient in performing linguistic tasks. To a great extent, the results are predetermined by both the learners’ ethnolinguistic affiliation and the type of settlement in which they reside. At the same time, language interference has a negative impact on bilingual pupils’ attitudes and motivation to participate actively in their education and hence, it becomes a barrier to their socialization.

TYPOLOGY OF THE DYSGRAPHIA ERRORS OF BILINGUAL PUPILS (ROMA AND TURKISH ETHNICITY) OF PRIMARY SCHOOL AGE