Abstract
<jats:p>The article examines the problem of determining the criteria, indicators and levels of speech skills formation among secondary school teachers carrying out their professional activities in the context of Uzbek-Russian bilingualism. The necessity of developing a diagnostic framework that enables an objective assessment of the quality of a bilingual teacher’s professional Russian speech is substantiated. Speech skills are considered as an integrative professionally significant formation comprising normative-linguistic, communicative-pedagogical, professional-terminological, interference-corrective, reflective and adaptive-communicative components. Particular attention is paid to the indicators that make it possible to identify the level of speech normativity, accuracy, logical coherence, methodological appropriateness and the teacher’s ability to perform speech self-correction. The article proposes a system of criteria and a three-level scale for assessing the formation of speech skills: low, medium and high levels. The presented diagnostic tools can be used in the system of teacher professional development, in school methodological work, in the experimental part of dissertation research, and in the development of programmes aimed at improving teachers’ speech development in a bilingual educational environment.</jats:p>