Overcoming Difficulties of Foreign-Speaking Primary Schoolchildren in Learning the Russian

Relevance of the research is due to the need оf overcoming foreign-speaking children’s difficulties in learning Russian in primary school and to specify the appropriate methodological support for teachers.

Aim. To clarify the content of teachers' work with foreign-speaking pupils and ways of its implementation providing their successful studying Russian according to the requirements of the Federal State Educational Standard for Primary School.

Methodology. A comparative content analysis was carried out to search the process of teaching Russian at Primary school and teaching Russian as a foreign language, as well as the data of the theory and practice of speech therapy concerning the stages, content and methods of speech work with children of primary school age. An empirical study of teaching Russian to foreign-speaking children in primary classes was conducted to clarify the content of the relevant work of the teacher and speech therapist and its effective techniques.

Scientific novelty / theoretical and/or practical significance. Scientific novelty of the research is in specifying the content of teachers’ work with foreign-speaking children as well as the methods of its realization for their successful mastering the subject “The Russian Language”. The content of speech work with foreign speaking primary school children providing their successful studying Russian is formed; the technology of selecting this content and ways of its implementation in the process of teaching foreign-speaking primary schoolchildren according to the requirements of the similar general education program, are clarified. The results of the study can be used by teachers and speech therapists working with foreign students in primary school.

Results. The extra content of teachers' work with foreign-speaking primary schoolchildren is selected, which is feasible for students of this category and necessary for their preparation to meeting the school program requirements for mastering Russian. The ways of work of a teacher and a speech therapist with foreign-speaking students, contributing to their successful mastering of the general education program in the Russian language, are revealed.

Conclusion. Additional speech work with foreign-speaking children includes training them in understanding instructions, semantic connections in narrative and interrogative sentences; correction, clarification and expansion of their vocabulary. The content of this work is selected taking into account language interference and the results of speech examination; it is done by a speech therapist. At the lesson of Russian an explanatory and illustrative method with elements of modeling the problem are the most effective ones, as well as the association techniques, the introduction of a didactic hero who speaks Russian at the same level; detailed algorithms of subject actions. The achievement of meta-subject results of learning the Russian language is carried out through the formation and  development of universal educational skills feasible for foreign speakers, which include analysis, synthesis, comparison; modeling; searching certain information; perception of the question and its making. The skills are mastered by copying similar actions.

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