In the context of globalization, expanding cultural contacts, and increasing migration flows, the phenomenon of bilingualism is one of the most relevant research topics in the global educational space. In some countries of Western Europe, the traditions of bilingual education are formed in different ways. For example, in Spain, the need for bilingual education is explained not only by the linguistic independence of some Autonomous regions, such as the Basque country and Catalonia, but also by the large influx of migrants. Among the EU countries, Spain is one of the leaders in the growth of foreign citizens arriving for permanent residence.  

Pedagogical conditions for the development of bilingual personality in Spain are characterized by historically established educational traditions. The analysis of educational programs implemented by the Ministry of education and science of Spain allows us to speak about certain results in the process of adaptation of foreign children from different countries of the world. Since 1970, the "Red de Ensenanza de Portugal en el Extranjero" program has been running in 90 schools in various regions of Spain. The goal of the program is to form a bidirectional ethnic identity of the child and communicative competence in the broad sense of this term. As part of the agreement on cultural cooperation between Spain and the Kingdom of Morocco, a program for teaching Arabic and Moroccan culture has been running since 1980, with the goal of successfully integrating Moroccan children into the Spanish educational system. In this article we consider and analyze positive experience of Spain in the pedagogical approaches of development of harmonious bilingual personality.

 Keywords: bilingualism, language personality, cultural identity, social integration, native language, children's bilingualism, linguodidactics, LOCE, educational system.