Teaching Russian abroad: the concept of additional professional training

Elena Mikhailovna Markova ,Alina A Pozdnyakova ,Elena R Laskareva

doi:10.1051/shsconf/202112102007

Elena Mikhailovna Markova , Alina A Pozdnyakova + Show 1 more

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https://doi.org/10.1051/shsconf/202112102007

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Abstract

The importance of a qualitative renewal of the additional professional training system for Russian language teachers of foreign schools gives rise to many problems of both theoretical and organizational nature. The following ones are particularly relevant: 1) the determination of professional deficits of teaching staff; 2) the identification of gaps in the current system of additional professional training for Russian as a foreign language teachers; 3) the correction of the identified professional deficiencies through additional educational programs on various directions and degrees of complexity. The solution to these problems is impossible in the absence of the concept of additional professional training system for Russian as foreign language teachers, formed on the basis of an ethno-oriented approach, which involves the development of models of advanced training for teaching specific ethnic groups. Such a concept can be implemented through a system of diagnostic and educational events held remotely in a controlled segment of the Internet (on the platform of a specific educational institution or its autonomous substructure). Since the organization of additional professional training for Russian as foreign language teachers of foreign schools is closely related to the type of educational institution in which the teacher works (national state, national non-state, weekend school, schools under the Russian Orthodox Church, etc.), it is advisable to consider the educational content of advanced training programs from two points of view: 1) from the point of view of the requirements for the training of the contingent of students, 2) from the point of view of the requirements for the personality of the teacher of a particular educational institution. Taking these factors into account is important, since it directly affects the nature of the training content and the technologies used. This study offers the options for modular educational programs for additional training in three fields of activity (subject, organizational, methodological, psychological): 1) the program “Difficult cases of Russian grammar and Russian word usage”, aimed at eliminating gaps in the field of subject competences; 2) the program “Problems of teaching the Russian language in a limited language environment”, aimed at eliminating gaps in the organizational and methodological sphere; 3) the program “Psychological foundations of organizing educational activities in a foreign language”, aimed at eliminating gaps in the field of psychological competencies. Sequential remote implementation of modules included in additional professional training programs will provide access to up-to-date methodological knowledge for a large number of teachers of Russian as a foreign language.

Highlights

Additional professional training for Russian language teachers of foreign schools is a priority task of the RF policy in the field of education
Additional professional training of the RFL teachers will be most effective if a number of conditions are met, the main of which are: 1. Creation of the concept of a system of additional professional training of a teacher of Russian as a foreign language on the basis of an ethno-oriented approach, which involves the development of models of advanced training for teaching specific ethnic groups
To achieve the goal and solve the set tasks, the following methods are used in the work: theoretical analysis of linguistic, psychological, pedagogical, sociological literature related to the problem under study; analysis of the existing programs for professional development of foreign languages teachers; studying the practice of organizing courses for distance support of learning foreign languages (Russian and foreign); questionnaires, testing, surveys of users of current courses; analysis of expert opinions and procedures for assessing the quality of online learning; analysis of generalized statistical data concerning the experience of organizing online Russian language teaching [3,4,5]

Summary

Introduction

Additional professional training for Russian language teachers of foreign schools is a priority task of the RF policy in the field of education. This is due to a number of factors. The Russian language today is under the influence of global processes, which creates the need for additional support for its purity and originality. The tendency towards the universalization of knowledge, understood as “a consequence and result of complicated interethnic and interethnic ties” [1], creates the preconditions for the loss of the national component of the vocabulary, the erosion of the cultural layer of the language, which has a detrimental effect on its existence and functioning as a single organism. The activities of Russian schools abroad can significantly affect the deactivation of these processes. In modern conditions, additional responsibility is imposed on foreign schools in connection with the importance of the state conducting competent, careful foreign policy activities

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