Modern Techniques Of Teaching Elementary School Children With Migrant Backgrounds

Abstract

Educational institutions take the leading place in psychological, pedagogical, sociocultural, and language adaptation of children with migrational backgrounds. The success of teaching mainly depends on the teacher. For effective work with children with migrational backgrounds, a teacher should have multicultural competences which are expressed in personal qualities and professional skills. An important component of teachers’ multicultural attributes is the understanding of forms, approaches, and working methods in a multicultural class - in other words technologies of teaching and assisting pupils. The research objective is to systematize the technologies of teaching described in foreign and Russian scientific literature, to reveal the techniques of teaching children with migrational backgrounds applied in teaching practice. We used questionnaires with open questions in this study. The feedback from respondents were subjected to content analysis. Casual selection from sixty-three elementary school teachers were used in this research. Russian elementary school teachers working with children with migrational backgrounds were mostly considered in this study and we used ethnocultural, group, interactive, game technologies, technologies of individualization of teaching processes, and technologies of differentiated teaching. 21% of the interviewed teachers gave additional Russian lessons for children with migrational backgrounds, but did not use the technique of teaching Russian as foreign language. Also, several limitations in application of questioning methods in this research have come to light. These limitations have been related to the impossibility of obtaining specified, straightforward, and concretized answers from the respondents.