Abstract
The research aimed at identifying approaches for building a bilingual individual through written an academic text, using five text types for achieving this goal. The analysis of text types used in this study were glossed, bilingual, dictionary assisted text, authentic, task-based text that reveals valuable insights into their effectiveness and areas for improvement in language learning. After engaging with the texts, they wrote annotations and reviews. The study showed the following results: The glossed text approach has demonstrated significant effectiveness in enhancing comprehension, however, challenges remain in providing detailed examples, crafting comprehensive conclusions, ensuring precise grammar. Working with bilingual texts students could identify the main ideas and use vocabulary correctly, but, their texts often lacked depth in argumentation and critical analysis. Using dictionary was helpful for understanding vocabulary and grammar, it was less effective for in-depth text analysis and synthesis. Authentic texts provided exposure to real-world language but also posed difficulties that require targeted instructional strategies. Task-based texts, while engaging, highlighted areas where students need more focused support. The experiment involved fifteen first-year philology students, aged 19 to 20, from a higher educational institution who were learning Russian as a foreign language, with Kazakh as their first language (L1).