Linguocultural portrait of a migrant student while acquiring Russian as a non-native language: regional aspect

Abstract

The arrival of a large number of migrants to Stavropol region has led to the heterogeneity of training audience in regional schools. Inhomogeneity of a training audience requires adapting the existing methods of teaching Russian, developed for native speakers, taking into account the needs of a mixed audience. The paper focuses on adapting methods of teaching Russian considering peculiarities of the target audience. The empiric data is based on the results of the survey of Russian teachers, who work with migrant students at comprehensive schools in Stavropol region, and the results of Russian textbooks analysis.

Scientific data and materials have been obtained as a result of applying the following methods of investigation: general scientific methods (observation, analysis, synthesis, deduction, survey) and private linguistic methods (descriptive, comparative, componential analysis, quantitative). We considered the existing model of teaching the Russian language based on the four factors: profiling psychological and pedagogical characteristics of a migrant student, structural and content-related organization of learning material layout, systematization of difficulties in mastering Russian encountered by migrant students and integration of features of the contingent studying Russian as a non-native language. The aim of the present research is to reveal specific aspects of teaching the Russian language to migrant students in a multicultural environment of comprehensive schools in Stavropol region