E-mail: Send an e-mail
Introduction. In the article the relevance of the problem of teaching Russian language to non-native speaker learners at elementary school is substantiated. The purpose of the article is to reveal the necessity of applying certain social-pedagogical and methodological techniques in teaching children who do not speak Russian.
Methods and materials. The main research methods are the analysis of the scientific literature studying the technology of working with children who do not know Russian language but involved in the process of learning it; as well as modeling the structure of communicative competencies reflecting the peculiarities of the inclusion of non-native speaker learners in the Russian-speaking environment.
Results. The effective methods and techniques for the formation of communicative skills of non-native speaker learners in the Russian-speaking environment are described in the article as well as the process of social-pedagogical integration in Chelyabinsk schools is analyzed.
Discussion. It is emphasized that the process of learning Russian language is a complex and ambiguous process for migrant children especially in the foreign-language environment and it requires the joint efforts of teachers, children and parents.
Conclusion. It is concluded that social and psychological adaptation to Russian culture, its traditions and customs is impossible for migrant children without mastering the Russian language, which becomes the source and the guide for the formation of communication skills.
migrant children teaching, difficulties in learning Russian language, word stock, methodological techniques in teaching Russian language for primary school children, non-native speaker learner, social and pedagogical adaptation, verbal communication.
- the effective methods and techniques of learning Russian language by migrant children have been defined;
- the main directions of social and pedagogical activities necessary for the teacher to form and improve the level of knowledge of the Russian language of migrant children in elementary school are described.
1. Nikitina E.YU., Zyryanova E.A. (2015) EHvfemizmy kak sredstvo formirovaniya u mladshih shkol'nikov rechevogo i yazykovogo takta na urokah russkogo yazyka (na primere uchebnogo materiala po leksike) [Euphemisms as a means of formation of speech and language tact of younger students in the lessons of the Russian language (on the example of vocabulary material)], Vestnik CHelyabinskogo gos. ped. un-ta. 2, 100-113.
2. Milyutina A.A., ed. Nikitina E.YU. Diagnosticheskij instrumentarij sformirovannosti mediakompetencii mladshih shkol'nikov na urokah russkogo yazyka [Diagnostic tools for the formation of media competence of younger schoolchildren in Russian language lessons]. Kollektivnaya monografiya " Sovremennye problemy pedagogicheskoj nauki i obrazovaniya. Moscow, Pero, 2016. 208 p., pp. 86-103.
3. Ed. Kolkoltsev T.N., Lutovinova O.V. Dialog vs dialogichnost' v internet-kommunikacii [Dialogue vs dialogueness in Internet communications]. Koll. monografiya " Internet-kommunikaciya kak novaya rechevaya formaciya" [Joint monograph "Internet communication as a new speech formation". Moscow, FLINTA, Nauka, 2016. 328 p.
4. Shiganova G.A., Karabulatova I.S., Sviridova A.V., Yuzdova L.P. The Concept of «Knowledge». «Cognition» in Russian Paremia: the Experience of Structural Semantic Representation. Astra Salvensis – review of history and culture, 2018. year VI, no. 12, pp. 385-393.
5. Mostotsky F. V Pitere 50% pervoklassnikov – deti migrantov [50% of first-graders in St. Petersburg are the children of migrants]. Zhurnal Zolotoj lev, 2005, 67-68. Available at: http://www.zlev.ru/67_45.htm (Accessed: 21.10.18).