Language Problems Research Articles

Improving linguistic competence through learning based on language error analysis and problems

The success of an educational institution, especially those related to teaching, depends on various components, including materials and learning models or approaches. Materials and learning models or learning approaches must not only be able to attract students' attention but must also be following their needs and development. One learning model that pays attention to the needs and development of students is problem and error analysis-based learning. This learning model presents a real problem for students at the beginning of learning, then resolved through investigation and applied using a problem-solving approach. Therefore, the research "Improving Linguistic Competence through Learning Based on Language Error Analysis and Problems" is very interesting to be done immediately. This study aims to identify linguistic errors and problems found in everyday life and describe solutions to understand these problems in improving students' linguistic competence. The study of learning based on error and problem analysis can contribute to the development of linguistics, especially on linguistic problems that are still unsolved. In addition, the results of this study can contribute to the improvement and development of learning models based on error and problem analysis. This will help create a fun, challenging, and easy learning environment.

Predictive Measures in Child Language Development: The Role of Familial History and Early Expressive Vocabulary.

Prediction of developmental language disorder in children under 3 years of age is challenging. Among early risk factors, research has focused on having a positive familial history (FH+) for language or literacy problems and on late language emergence, that is, late-talker (LT) status. The interaction between these two risk factors and their cumulative effect is still debated. Here, we (a) investigate the effect of FH+ on 24-month language development, (b) test for cumulative effects of FH+ status and early language delay on 36-month language outcomes, and (c) disentangle the direct and indirect effects of familial history (FH) on the language outcome. One hundred eighty-five Italian children were followed up longitudinally between 24 and 36 months of age (64 FH+ and 121 FH-) through parental questionnaires and direct child assessment. At the age of 24 months, the FH+ group showed worse expressive vocabulary and higher prevalence of LT. At the age of 36 months, main effects of LT and FH were identified on lexical and phonological performances, respectively. Interestingly, significant interaction effects were identified on expressive vocabulary and phonological processing. Path analysis highlights that FH had a direct effect on later measures of phonology, whereas its effect on 36-month lexical abilities was indirect, via measures of expressive vocabulary at 24 months. The study suggests specific predictive roles of FH and LT status on language development. Interestingly, FH+ seems to represent an additive risk for LT children. The use of cumulative risk measures is confirmed as a powerful approach to identify those children with the highest probability of developing persistent language difficulties. https://doi.org/10.23641/asha.26790580.

Variability of theory of mind versus pragmatic ability in typical and atypical development

IntroductionNumerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8–14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF). MethodToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors’ lab. In addition to typically developing (TD) children (n = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, n = 26), attention deficit hyperactivity disorder (ADHD, n = 25) and developmental language disorder (DLD, n = 18). ResultsResults revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary. ConclusionOur findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders.

Peer Coaching as a Strategy for Teachers’ Professional Development

This study explores the English language teachers’ practices of peer coaching as a strategy for their professional development. Peer coaching is a strategy where one or more teachers from a partnership with one another for the purpose of collaboration and it also provides professional development. For this study, a sample of forty secondary and lower-secondary level teachers of English were selected from twenty schools in the Okhaldhunga district using purposive sampling procedures. Two English teachers from twenty schools were selected. A questionnaire was used that also included open-ended questions. Fifteen closed - ended and six open – ended questionnaires were used to collect required data. Teachers strongly agreed that peer coaching reduces the sense of isolation. They viewed that peer coaching is a procedure in which two teachers collaborate to help one or both to improve English language problems.

Value-based and goal-setting orientations of pre-service Russian sign language interpreters

Introduction. The relevance of research into the problem of training Russian sign language (RSL) interpreters for the university bachelor’s degree is ensured by the government procurement for the provision of translation services for people with hearing disabilities in public offices and state agencies, which is compliant with the UN principles of providing equal opportunities for disabled people to actively participate in the life of society. During the period of university studies students are supposed to learn sign language, master translator’s skills and become aware of the specificity of communication with representatives of deaf society. To succeed in achieving these results students should clearly understand what they study and how it is related to their values and future profession. In other words, they are supposed to have goals which university program can help to achieve. Thus, the aim of the research is to analyze valuebased and goal-setting orientations of future RSL interpreters and their perception of the professionally important qualities of an RSL interpreter. Materials and methods. The research was carried out at Novosibirsk state technical university (Russian Federation). The samples were the first-year and fourth-year students majoring in Linguistics, specialty ‘English language and Russian sign language interpreter’. The data collection was done by means of a survey based on the questionnaire with open ended questions and Rokeach Value survey. Results. The choice of sample groups of the first-year and the fourth-year students was determined by the need to compare educational goals which students set at the start of the university studies and educational goals of those who have covered most part of the program and are close to graduation. The analysis of the received results reveals that the goals of the senior students are more focused on professional activity – ‘to master profession through practice’ (61%), while the goals of the freshmen are more orientated at mastering English (36%) and learning new sign language (23%). It is worth noting that 7% of the first-year students and 7.5% of the fourth-year students have the goals that are not related to studying in the program, and after graduation they are not going to work in the field of RSL interpreting. Moreover, students have rather inconsistent understanding of professionally important qualities of an RSL interpreter. The results of the Rokeach Value survey test demonstrate that students’ terminal and instrumental values correlate with their answers to the questionnaire. The instrumental values students ranked as the most important demonstrate stronger focus on self than on other people. Conclusion. The findings suggest insufficiently developed students’ skills of goalsetting and defining the means of goal attaining. The future RSL interpreters need to develop goalsetting skills that could help them formulate the strategies of setting personally and professionally important goals and define the ways of their attainment. The continuation of present research is seen as an action research into the problem of the pre-service RSL interpreters’ goalsetting.

Template-Based Contrastive Distillation Pretraining for Math Word Problem Solving.

Since math word problem (MWP) solving aims to transform natural language problem description into executable solution equations, an MWP solver needs to not only comprehend the real-world narrative described in the problem text but also identify the relationships among the quantifiers and variables implied in the problem and maps them into a reasonable solution equation logic. Recently, although deep learning models have made great progress in MWPs, they ignore the grounding equation logic implied by the problem text. Besides, as we all know, pretrained language models (PLM) have a wealth of knowledge and high-quality semantic representations, which may help solve MWPs, but they have not been explored in the MWP-solving task. To harvest the equation logic and real-world knowledge, we propose a template-based contrastive distillation pretraining (TCDP) approach based on a PLM-based encoder to incorporate mathematical logic knowledge by multiview contrastive learning while retaining rich real-world knowledge and high-quality semantic representation via knowledge distillation. We named the pretrained PLM-based encoder by our approach as MathEncoder. Specifically, the mathematical logic is first summarized by clustering the symbolic solution templates among MWPs and then injected into the deployed PLM-based encoder by conducting supervised contrastive learning based on the symbolic solution templates, which can represent the underlying solving logic in the problems. Meanwhile, the rich knowledge and high-quality semantic representation are retained by distilling them from a well-trained PLM-based teacher encoder into our MathEncoder. To validate the effectiveness of our pretrained MathEncoder, we construct a new solver named MathSolver by replacing the GRU-based encoder with our pretrained MathEncoder in GTS, which is a state-of-the-art MWP solver. The experimental results demonstrate that our method can carry a solver's understanding ability of MWPs to a new stage by outperforming existing state-of-the-art methods on two widely adopted benchmarks Math23K and CM17K. Code will be available at https://github.com/QinJinghui/tcdp.

Negotiation in group interaction: Longitudinal evidence from Chinese postgraduate EFL learners

Negotiation serves to solve communication problems in second language (L2) learners’ peer interaction including negotiation of meaning (NoM), negotiation of form (NoF), negotiation of content (NoC) and negotiation of procedure (NoP). The four negotiation types are initiated through negotiation strategies. This study examined how negotiation types and negotiation strategies were distributed and how the distributions developed. The data came from five rounds of group interaction conducted by 52 Chinese postgraduate students in a semester. The findings reveal significant differences in the distributions of negotiation types and negotiation strategies. NoC occurred significantly more frequently than NoM and NoF. Each negotiation type had its major negotiation strategies and they had significantly higher percentages than the other negotiation strategies. Specifically, NoM was mostly initiated by clarification requests, NoF by recasts, NoC by explicit appeals for assistance, and NoP by direct negotiations. Both competitive and supportive growths occurred in the longitudinal trajectories. This study provides a comprehensive and developmental insight into negotiation in EFL learners’ peer interaction and offers significant pedagogical implications.

Româna devine limbă oficială în Republica Moldova

On March 2 and 16, 2023, the Parliament of the Republic of Moldova adopted the project regarding the replacement of the name “Moldovan language” with “Romanian language” as the official language. The im portance of this decision was commented on by politicians, analysts, writers, linguists, and state institutions. At the same time, however, it provoked criticism and protests from the parliamentary opposition and reverberated in the official circles of the Russian Federation. The materials published in Izvestia reveal all commentators’ concern in relation to the great danger in adopting the name of Romanian language. They fear that Moldova, as an independent state, will lose its sovereignty and will be united with Romania. The publication is an example of how the language problem has been politicised.

Speech sound error patterns may signal language disorder in Swedish preschool children with autism.

Within cohorts of children with autism spectrum disorder (ASD) there is considerable variation in terms of language ability. In the past, it was believed that children with ASD either had delayed articulation and phonology skills or excelled in those areas compared to other language domains. Very little is known about speech sound ability in relation to language ability and non-verbal ability in Swedish preschool children with ASD. The current study aimed to describe language variation in a group of 4-6-year-old children with ASD, focusing on in-depth analyses of speech sound error patterns with and without non-phonological language disorder and concomitant non-verbal delays. We examined and analysed the speech sound skills (including consonant inventory, percentage of correct consonants and speech sound error patterns) in relation to receptive language skills in a sample of preschool children who had screened positive for ASD in a population-based screening at 2.5 years of age. Seventy-three children diagnosed with ASD participated and were divided into subgroups based on their receptive language (i.e., non-phonological language) and non-verbal abilities. The subgroup division revealed that 29 children (40%) had language delay/disorder without concurrent non-verbal general cognitive delay (ALD), 27 children (37%) had language delay/disorder with non-verbal general cognitive delay (AGD), and 17 children (23%) had language and non-verbal abilities within the normal range (ALN). Results revealed that children with ALD and children with AGD both had atypical speech sound error patterns significantly more often than the children with ALN. This study showed that many children who had screened positive for ASD before age 3 years - with or without non-verbal general cognitive delays - had deficits in language as well as in speech sound ability. However, individual differences were considerable. Our results point to speech sound error patterns as a potential clinical marker for language problems (disorder/delay) in preschool children with ASD. What is already known on the subject Children with autism spectrum disorder (ASD) have deficits in social communication, restricted interests and repetitive behaviour. They show very considerable variation in both receptive and expressive language abilities. Previously, articulation and phonology were viewed as either delayed in children with ASD or superior compared with other (non-phonological) language domains. What this paper adds to existing knowledge Children with ASD and language disorders also have problems with speech sound error patterns. What are the potential or actual clinical implications of this work? About 75% of children with ASD experience language delays/disorders, as well as speech sound problems, related to speech sound error patterns. Understanding/acknowledging these phonological patterns and their implications can help in the diagnosis and intervention of speech sound disorders in children with ASD. Direct intervention targeting phonology might lead to language gains, but more research is needed.

The Albanian Diaspora in Budzhak and Priazovye: A Problem of Language and Identity

The article analyses the problem of language and identity among the Albanian diaspora – an ethnic minority living along the Black Sea coast in the Budzhak region and the Azov Sea area in the Priazovye region. The paper outlines the history of Albanian settlements in Eastern Europe and traces various strategies for self-identification and the nuances of being an Albanian during different historical periods. In the last two decades of the 21st century, the Albanian diaspora has experienced a big rise in interest in the Albanian language, culture, and traditions. This surge has brought new group initiatives, a search for connections to the historical homeland, new ways of marking ethnic identity, and efforts to preserve the native language. Based on the author's field data, the research focuses on local ethnic activism and contemporary communication and “recognition” between representatives of the Albanian diaspora and Albanians from the Balkans. Particular attention is paid to the issue of the Albanian dialect and standard Albanian, which plays a significant role in the policy of integrating the Albanians of Budzhak and Priazovye into the transnational diaspora space.

Associations between prenatal adversity and neonatal white matter microstructure on language outcomes at age 2 years.

Early life adversity is associated with microstructural alterations in white matter regions that subserve language. However, the mediating and moderating pathways between adversities experienced in utero and key neonatal white matter tracts including the corpus callosum (CC), superior longitudinal fasciculus (SLF), arcuate fasciculus (AF), inferior fronto- occipital fasciculus (IFOF), and uncinate on early language outcomes remains unknown. This longitudinal study includes 160 neonates, oversampled for prenatal exposure to adversity, who underwent diffusion MRI (dMRI) in the first weeks of life. dMRI parameters were obtained using probabilistic tractography in FSL. Maternal Social Disadvantage and Psychosocial Stress was assessed throughout pregnancy. At age 2 years, the Bayley Scales of Infant and Toddler Development-III evaluated language outcomes. Linear regression, mediation, and moderation assessed associations between prenatal adversities and neonatal white matter on language outcomes. Prenatal exposure to Social Disadvantage (p<.001) and Maternal Psychosocial Stress (p<.001) were correlated with poorer language outcomes. When Social Disadvantage and maternal Psychosocial Stress were modeled simultaneously in relation to language outcomes, only Social Disadvantage was significant (p<.001). Independent of Social Disadvantage (p<.001), lower neonatal CC fractional anisotropy (FA) was related to poorer global (p=.02) and receptive (p=.02) language outcomes. CC FA did not mediate the association between Social Disadvantage and language outcomes (indirect effect 95% CIs -0.96-0.15), and there was no interaction between Social Disadvantage and CC FA on language outcomes (p>.05). Bilateral SLF/AF, IFOF, and uncinate were not significant (p>.05). Prenatal exposure to Social Disadvantage and neonatal CC FA were independently related to language problems by age 2, with no evidence of mediating or moderating associations with language outcomes. These findings elucidate the early neural underpinnings of language development and suggest that the prenatal period may be an important time to provide poverty- reducing support to expectant mothers to promote offspring neurodevelopmental outcomes.

PROBLEMS OF MAHAYANA DEVELOPMENT IN TANGERANG: A CASE STUDY IN PADUMUTTARA MONASTERY

This study aims to find out why Padumuttara monastery followers carry out the Mahayana tradition. This research is descriptive qualitative research. In order for the data obtained to be satisfactory, the authors conducted observations, interviews, and documentation so that the data obtained was accurate. Research on the existence of Mahayana at Padumutara monastery is that people carry out various Mahayana traditions because of teacher guidance, preserving culture and Buddha Dharma, containing teachings of love. In addition, the Mahayana tradition developed at the Padumuttara monastery due to the support from the management of the temple and the Boen Tek Bio Temple. The Mahayana tradition also experiences various obstacles such as language problems, ritual processions, and the lack of interest of the younger generation to participate in Mahayana ritual activities.

A Linguistic-Discourse Analysis of the Language of Psalm 23

This paper examines the linguistic-discourse Analysis of Psalm 23, from the holy Bible, the book of the Christian religion. Linguistic-discourse analysis is one of the approaches used in disbanding the entanglements and ambiguities in language study. The linguistics and discourse features discussed include the graphological features, phonological features, syntactic structure,lexico-semantic representation, and cohesive relations. The graphological features are the punctuation marks, indentation, paragraphing and capitalization of letters in the text. The phonological features in the text are alliteration and assonance. Moreover, the syntactic structure includes short phrases, clauses, sentences, and pattern repetition, and the use of archaic pronouns which form part of the clauses and sentences. The lexico-semantic representation explains the linguistic explanation of the structure and meaning of the text. Consequently, the cohesive relations discussed in the text are anaphora, cataphora, substitution, conjunction, synonym,repetition and collocational converse. The theoretical framework adopted in this study is the Neo-Firthian Hallidayan Systemic Functional Grammar . The word 'systemic' means that language is viewed as a set of options for making meaning (Halliday, 1990; Obodeh, 2018). Brown and Yule (1983) Theory on Discourse analysis is also used as a backup to Halliday systemic grammar. The theory contains four approaches which include reference, presupposition, implicative and influence. Brown and Yule stated that the theory would help in the analysis of written textual, spoken and interaction for the research and also for the reader of the analysis, and this paper is an analysis of a written discourse. The library is also one of the research methods for this study. This is where books, journals and other useful research information are kept. The analysis in the study portrays the fact that a religious text could be analysed using the tenets of linguistics discourse. Since language is a tool of all activities in life, this paper therefore has tried to solve some language problems by analyzing the linguistics and discourse features of the language of the text, Psalm 23, for better understanding of the text by readers, clergy, congregations, and scholar of language and literature in particular and the academia in general.

The city as a factor: the linguistic situation and perception of the problems of ethnic languages in the Republic of Sakha (Yakutia)

The city as a factor: the linguistic situation and perception of the problems of ethnic languages in the Republic of Sakha (Yakutia)

Insight into students’ understanding of relational terminology through integrated compare and combine word problems

Previous research examining comparison relations in word problems primarily focused on students’ achievements in word problems with one operation. In this paper, we extend previous research to examine the achievement of students of different ages on word problems that integrate compare and combine word problems, hereafter referred to as ‘compare-combine problems’. The convenience sample in this research consists of 96 second-grade, 103 fourth-grade, and 85 sixth-grade students from Belgrade, Serbia. The results indicate that 2nd, 4th and 6th graders have similar achievement on consistent language problems, but students in higher grades perform better on inconsistent language problems. We identified a type of problem that does not provide insight into students’ understanding – problem in which the order of quantities follows the order of steps in problem solving. We emphasize the importance of using integrated problems of different structures in teaching, as well as in-depth work on understanding relational terminology.

Charcot’s contribution to the problem of language in mental medicine

ABSTRACT Jean-Martin Charcot’s 1883 lectures on aphasia at the Salpêtrière Hospital were seen as the starting point for the development of a psychology in the work of the famous neurologist. In his lectures, Charcot set out a theory of language function at the cerebral level, distinguishing between the different centers involved in speech production and those necessary for reading. His lectures, which also postulated the independence of ideas from words, were to resonate beyond aphasia specialists, and particularly with alienists. To document this dimension of the reception of neurology in the field of psychiatry, this article refers to Jules Séglas’s synthesis on Les troubles du langage chez les aliénés, published in 1892, which summarized the knowledge acquired during the nineteenth century about modifications of expression in madness and whose original ideas were to mark the psychiatric semiology of the early-twentieth century. The analysis details how Séglas cited and adapted Charcot’s conceptions to explain the production of incomprehensible speech in idiocy and the formation of hallucinations, thus contributing to the spread of the neurologist’s model among his fellow alienists.

An Examination of the Attitudes and Behaviors of Turkish Doctors and Medical Students towards Emigration

Objective: In this study, it is desired to investigate the attitudes and behaviors of doctors and medical school students towards brain drain. Materials and Methods: This descriptive study was conducted between the dates of 14.11.2022 – 31.12.2022 at Afyonkarahisar Health Sciences University (AFSU). It was made to first-year medical faculty students and AFSU Faculty of Medicine Doctors. The sample of the study consisted of 691 students and 110 doctors. SPSS 26.0 statistical package program was used in the analysis of the data. Descriptive statistics and Chi-square analysis were used. Results: In the study, there are 784 (97.9%) citizens of the Republic of Turkey and 17 (2.1%) foreign nationals. It was observed that 491 (61.3%) of the participants were women and 691 (86.3%) were students. When the opinions of the participants about thinking of working abroad were examined, 429 (53.6%) people stated that they wanted to work, 123 (15.4%) did not want to work, and 249 (31.1%) people were undecided. If you want to practice medicine abroad, would you consider returning? 180 (42%) answered yes, 114 (26.6%) no and 135 (31.5%) undecided. Do you think language exams are an obstacle for you to go abroad? To the question, 628 (78.4%) of the participants answered yes, 99 (12.4% answered no) and 74 (9.2%) stated that they were undecided. 628 (78.4%) answered yes, 99 (12.4%) said no, 74 (9.2%) stated that they were undecided. Conclusions: Higher income, better treatment (Respect, love, understanding,.. ), insecurity , as one of the reasons why doctors want to go abroad. These include working conditions, technologically equipped healthcare systems abroad, travel opportunities, and career and further education opportunities. With the increasing number of staff, Doctors think that their specialty training will be insufficient, and with this thought, doctors want to go abroad. It has been observed that the rate of those who want to practice medicine abroad and the rate of those who want to return when they go are high. It has been determined that the foreign language problem is an important obstacle for brain drain. It can be understood that, due to the high rate of participants being undecided in case of an increase in working wages in Turkey, doctors may give up going if their wages increase.

Characteristics of Children and Youth Referred for Language Assessment at Different Ages.

Early detection of language delays is essential, as language is key for academic outcomes, well-being, and societal participation. Previous studies have focused on undetected delays in young children. Much less is known about referrals at older ages. In this study, we aimed to (a) establish how many children are referred at toddler age (2-3 years) and how many at lower elementary (4-7 years), upper elementary (8-12 years), and high school (13-16 years) age; (b) evaluate characteristics of the referred children and adolescents across age groups; and (c) assess whether the ensuing classification (no language disorder [LD], developmental LD, LD + additional problems) differed across age groups. We used the 2010-2014 database of the Dutch federation of speech and hearing centers, containing 18,894 cases with target ages. We established the number of referrals in each age group (Q1) and assessed the composition of the age groups in terms of speech, language, behavioral, and cognitive outcomes (Q2), as well as in terms of classification (Q3). To answer Q2 and Q3, we conducted chi-squared analyses with the toddler group as reference group. Late-identified LDs exist: There were new referrals in all age groups. Compared to older age groups, the toddler group contained fewer girls and multilingual children. The toddler group also contained fewer children without an LD and more children with LD + additional problems. Reassuringly, children with multiple language problems are referred earliest. However, late-identified LDs exist, even at high school age. Girls and multilingual children tend to be missed at younger ages. More work on awareness and identification of language delays is needed, requiring awareness, knowledge, and tools for educational professionals.

Exploring Challenges Faced ny Students in Translating Four English Text Genres

Translation is not an easy task every translator inevitably faces several difficulties, such as language problems, grammar, and cultural elements in the target language. This study is aimed to investigates the challenges encountered by students in translating English text, focusing on secondary school contexts in Indonesia. This study employed a systematic literature review methodology, the study identifies and analyses difficulties in translation through a five-phased approach. The findings reveal a various obstacle, including linguistic barriers, cultural disparities, and grammatical complexities. The analysis underscores the necessity for targeted interventions to address these challenges and enhance students' translation proficiency. Furthermore, the study emphasizes the importance of linguistic competence, particularly in grammar and vocabulary, in overcoming translation difficulties.

The role of language and education in self-identification and integration of kandas into Kazakhstan society

The purpose of this article is to determine the role of language and education in the self-identification and socioeconomic integration of repatriates into Kazakh society. The study is based on an analysis of historical materials, a comparison of statistical data and scientific works on this topic, as well as the results of field research – narrative biographical interviews with kandas, which were conducted in 3 regions of Kazakhstan: Almaty region, Esik; East Kazakhstan region, Shygys village; and North Kazakhstan region, the village of Sergeevka. These field studies were carried out in July-August 2023 under the project “Identification aspects of the integration of Kandas into Kazakh society”, dedicated to the problems of adaptation and integration of repatriates in Kazakhstan. The article examines various aspects related to language problems, such as insufficient knowledge of the Russian language, the impact of the language issue on self-identification and sociocultural adaptation and economic integration of the kandas. The article also examines the economic opportunities of repatriates depending on their level of education as well as education programs are offered by the state for young repatriates. In conclusion, the article summarizes the results and offers recommendations for improving integration mechanisms, such as strengthening language and cultural training; development of professional retraining and advanced training programs; simplification of bureaucratic procedures related to employment and obtaining documents; improving information support and consulting services for repatriates. This study is important for understanding and supporting the process of adaptation of kandas and creating a favorable environment for their socio-economic integration in Kazakh society. The results of the study can be used to develop and improve government programs aimed at supporting repatriates. The recommendations proposed in the article can help improve integration mechanisms and create more favorable conditions for the socioeconomic adaptation of the kandas. Taken together, the scientific significance of the article is manifested in its ability to expand knowledge about the processes of integration of repatriates and provide practical recommendations for improving these processes.