Research into Teaching Problems of Foreign Citizens’ Children in Russian School Education

Aim. To investigate key socio-cultural, linguistic and methodological problems of teaching children of foreign citizens in primary schools in the Russian segment of general education, to identify main factors that make it difficult for them to integrate and successfully master a foreign language, and to formulate recommendations for adapting curricula to support migrant children in Russian schools.

Methodology is based on the principles of humanization and inclusivity of education, as well as on a personalized approach that focuses on the development of students’ individual resources, their ability to learn language and culture. The analysis of normative legal documents, a review of psychological, pedagogical, linguistic, didactic, and sociological literature on the adaptation of migrant children were used as theoretical methods. For the empirical part, methods of interviewing and interviewing teachers and migrant schoolchildren were used, as well as monitoring the process of introducing bilingual and gaming techniques in classrooms with a high proportion of foreign speakers.

Results of the study made it possible to systematize the main barriers (language interference, cultural shock, lack of methodological training of teachers, bureaucratic obstacles) and develop recommendations for teaching a foreign language and culture, the development and socialization of children of foreign citizens. Identified: 1) socio-cultural difficulties of interacting with this category of students; 2) linguistic difficulties studied on the example of the Tajik language, which are expressed by phonetic interference (absence of soft consonants, mobile stress), difficulties with the case system and the type of verbs, as well as the transfer of word order from agglutinative languages. A methodological analysis has shown that standardized curricula do not take into account the bilingual characteristics and needs of multiethnic classes, and less than 25% of teachers have techniques for working with multilingual groups, which requires the development of polymodal programs, teacher training, and the introduction of digital and gaming techniques for the effective adaptation of migrant children in Russian schools. Methodological recommendations are proposed to minimize the problems of teaching children of foreign citizens a foreign language at the initial stage.

Research implications of the research lies in: 1) theoretical substantiation of a communicative and pragmatic approach to the education, development, upbringing and socialization of children of citizens of foreign countries at the initial stage of language education; 2) comprehensive analysis of three key problems faced by children of citizens of foreign countries in the Russian school system such as socio-cultural, linguistic and methodological. It is theoretically proved that methodological problems are aggravated by the lack of adaptation of standard programs to needs of bilingual and multiethnic classes, the lack of trained specialists and the lack of modern means of supporting students with a migration history. The methods and techniques of teaching foreign language to children of citizens of foreign countries based on a communicative and pragmatic approach are proposed. The practical significance of the study lies in the fact that, based on a communicative and pragmatic approach, methodological recommendations are proposed for the use of the following methods of teaching foreign language to foreign citizens’ children: 1) systematic introduction of lexical and grammatical material; 2) constant visualization of educational content; 3) game interaction of students. Considering the complex of identified socio-cultural, linguistic and methodological problems, the proposed recommendations contribute to the effective integration of children from foreign countries into the segment of Russian school education.

Conclusions. The conducted research has shown that there are several socio-cultural, linguistic and methodological problems faced by children of citizens of foreign countries in the Russian school system. This involves theoretical justification and practical development of additional educational materials that can minimize educational, educational and socio-cultural barriers in a multiethnic classroom.

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