The article is devoted to the consideration of the use of information and communication technologies (hereinafter – ICT) in the lessons of the Mari language as non-native in basic schools. ICT has great pedagogical and methodological potential in teaching non-native languages, including the Mari language. A computer can perform both the functions of a working tool (a means of preparing tests and storing them, a text editor, a graphic editor, a modeling tool, etc.) and the functions of a teacher (a source of educational information, a visual aid, an individual information space, a monitoring tool, etc.). In class, ICT become leading technologies in the educational process, which contribute to the formation of skills to independently replenish knowledge, search and navigate the flow of information, as well as increase motivation to learn the language, form the students' communicative culture and their cognitive independence. The goal is to consider the features of ICT use in the process of teaching the Mari language as a second language. Materials and research methods. The study is based on a theoretical analysis of psychological, pedagogical, methodical literature, as well as the experience of teachers of the Mari language as a non-native language. The scientific novelty lies in the fact that the potential of ICT as an effective tool for teaching the Mari language as non-native has been studied. Research results, discussions. Based on a theoretical analysis of the research problem and the disclosure of practical experience in teaching the Mari language as non-native language using ICT, we can conclude that information and communication technologies affect, firstly, an increase in motivation to study the subject, and secondly, knowledge of the Mari language at the level of understanding and speaking. The research materials can be used by teachers in preparing and conducting Mari (state) language lessons at school.