scholarly journals Teaching Russian Language (Experience of Implementing a Project to Teach Russian to Migrant Children in Polyethnic Primary Schools)

2021 ◽  
Author(s):  
Nataliia Pavlovna Pavlova
Keyword(s):  
Primary Schools ◽  
Russian Language ◽  
Migrant Children ◽  
Language Experience

scholarly journals IMPLEMENTATION OF INDIVIDUALIZATION IN EXERCISES AND ASSIGNMENTS OF THE RUSSIAN LANGUAGE TEXTBOOKS FOR ELEMENTARY SCHOOL „ORBITA“ (THEORETICAL PRINCIPLES AND CONSTRUCTIVE SOLUTIONS) (Имплементација индивидуализације у вјежбањима и задацима корпуса уџбеника руског језика за основну школу „Орбита“ (теоријски принципи и конструкцијска рјешења))

2019 ◽  
Vol X (28) ◽  
pp. 253-274
Author(s):  
Natalija Brajković ◽  
Irena Stevović
Keyword(s):  
Elementary School ◽  
Key Words ◽  
Primary Schools ◽  
Russian Language ◽  
Teaching Process ◽  
Language Textbooks ◽  
The Russian Language

In this paper we have carried out an analysis and description of the four Russian language textbooks for elementary school (including the components of the accompanying textbook structures) from the book set “Oрбита” that was used in primary schools in Montenegro for more 20 years. The approach was based on determining how much the individualized exercises and tasks are included in the textbook, with highlighting the problems the students are facing with. Finally, we offered a series of solutions that make the exercises better and easier. The aim of our paper is todetermine whether and to what extent individualization reflects the level of structure and content of exercises and tasks in the analyzed textbook corpus, as well as to offer a variety of strategies and levels of individualization in the process of conceiving, designing and implementing of textbook of Russian language. Key words: Individualization of teaching process, the Russian language textbook for elementary school, individualization of teaching process within the class (within the group), individualized exercises and tasks.

Dietary Intakes and Nutritional Status Among Migrant Children in Primary Schools: A Cross-Sectional Study

2020 ◽  
Author(s):  
Jing Zeng ◽  
Lijing Shao ◽  
Yongjun Li ◽  
Mei Yang ◽  
Bing Xiang ◽  
...  
Keyword(s):  
Nutritional Status ◽  
Dietary Pattern ◽  
Primary Schools ◽  
Energy Requirement ◽  
Dietary Guidelines ◽  
Migrant Children ◽  
Nutrition Intervention ◽  
School Age Children ◽  
Dietary Intakes ◽  
Cross Sectional

Abstract Background: Nutrition plays a crucial role in children’s growth and development, migrant children have their own characteristics in nutrition. The current study aims to assess the dietary status of migrant school-age children and underlying factors. Methods: A cross-sectional survey was carried out on migrant children in 25 classes with the 3rd to 6th grades from two primary schools by cluster sampling. Children’s 3-day 24-hour diet were recorded, the dietary intake of calories and nutrients were calculated by using the China Food Composition for each day, and were presented the average intake of the 3 day period. The assessment of energy and nutrient intakes by estimated energy requirement (EER) and estimated average requirement (EAR), respectively. The Dietary Guidelines for Chinese Residents and Chinese Dietary Reference Intakes were used as evaluation standards to assess the dietary intakes and nutritional status of these children.Results: Participants included 752 migrant children aged 9-12y (430 boys and 322 girls). Deficiency proportions of energy and protein were 46.1% and 40.1% for boys, 44.4% and 65.1% for girls. Energy supply proportions of macronutrients (protein, fat, and carbohydrate) in boys were 12.4%、28.8%、58.8%, those of girls were 11.1%、28.6%、60.3%. The insufficiency proportions of vitamin A, B vitamins, calcium, zinc and selenium were considerably serious (>60%). In dietary pattern, intakes of cereal, poultry and edible oil were relatively adequate, but milk, fish, eggs and soybean products were seriously inadequate. Conclusions: Characteristics such as unreasonable dietary pattern, relative lack of energy and nutrients, and excess snack intake coexist, it is necessary to carry out nutrition intervention to help migrant children to balance the diet and rectify the deficiencies.

scholarly journals La competenza pragmatica come strumento inclusivo Uno studio di caso con bambini stranieri di prima e di seconda generazione

2021 ◽  
Author(s):  
Victoriya Trubnikova
Keyword(s):  
Primary Schools ◽  
Migrant Children ◽  
Pragmatic Competence ◽  
Story Retelling ◽  
The Third ◽  
Elementary Aged Children ◽  
Home Language Maintenance ◽  
And Migration ◽  
First And Second Generation ◽  
Generation Migrant

The aim of this research is to demonstrate the benefits of home language maintenance among first and second generation migrant children by investigating whether they would perform better than their monolingual peers in their ability to narrate stories. The study was conducted in four primary schools in the Veneto region engaging 49 early elementary aged children with different cultural, educational and migration backgrounds who were asked to perform story-telling and story-retelling tasks. After a brief introduction to the study, the second paragraph tackles the notion of pragmatic competence and its relevance for bilingual education. The third paragraph presents the method of the study as well as the survey procedures, followed by a discussion of the results. The conclusion contains limitations of the study and illustrates a number of pedagogical implications. Positive outcomes of this study should raise teachers’ awareness of the linguistic benefits of bilingualism and promote the concept of pragmatic competence.

scholarly journals Issues of language adaptation of migrant children in a modern school

2017 ◽  
Vol 4 (4) ◽  
pp. 134-138 ◽  
Author(s):  
G.B. Baimurzaeva
Keyword(s):  
Moral Development ◽  
General Education ◽  
Language Education ◽  
Russian Language ◽  
Migrant Children ◽  
Organization Of Work ◽  
Russian School ◽  
Speech Activity ◽  
Modern School ◽  
Education Study

In the article the question of modern understanding of methodical bases of organization of work on support of migrant children in education in the Russian school is considered. Formation of tools to support the children of migrants through the purposeful creation of conditions in the system of general education organizations for the adaptation of migrants, including their Russian language education. Study of the conditions for the successful formation of speech activity in Russian of migrant children; with the identification of features of its communicative, cognitive and moral development in mastering a new language.

Class Consciousness of Rural Migrant Children in China

2020 ◽  
pp. 1-21
Author(s):  
Jiaxin Chen ◽  
Dan Wang
Keyword(s):  
Focus Group ◽  
Migrant Workers ◽  
Primary Schools ◽  
Sixth Grade ◽  
Migrant Children ◽  
Class Consciousness ◽  
False Consciousness ◽  
Individual Interviews ◽  
Rural Migrant ◽  
Scant Attention

Abstract The state of class consciousness of working-class children in China has received scant attention in the scholarly literature. This study examines the class consciousness of rural migrant children as they are about to join their migrant parents and become “China's new workers.” Qualitative investigations were conducted in two primary schools in Beijing. Focus group and individual interviews were held with 87 fifth- and sixth-grade migrant children in the two case schools and 324 valid student questionnaires were collected. The findings reveal that migrant children are aware of the unequal class relationships suffered by migrant workers; however, their interpretations of class-based injustices exhibit false consciousness, shadowed by individualism, meritocracy and the duality of images. Family and school may play vital roles in shaping migrant children's class consciousness.

EDUCATIONAL TECHNOLOGIES FOR WORKING WITH MIGRANT CHILDREN

2021 ◽  
Vol 53 (1) ◽  
pp. 76-88
Author(s):  
C. R. Gromova ◽  
◽  
R. R. Khayrutdinova ◽  
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Teaching Practice ◽  
Educational Institution ◽  
Russian Language ◽  
Migrant Children ◽  
Educational Technologies ◽  
School Teachers ◽  
Open Questions

Educational institutions have high potential for sociocultural integration of migrant children. An important role in the course of adaptation of the child belongs to the teacher, his professional skills and personal qualities. Due to the increase of cultural diversity in society and in educational institution, multicultural competences of the teacher become relevant. One of the aspects of the teacher’s multicultural competences is the mastery of forms, methods and practices of working in a multicultural class, i.e. educational technologies. Research objective is to reveal the educational technologies applied by the Russian teachers of preschool and elementary education in training and educating migrant children. We have used the questionnaire with open questions to study the educational technologies for working with migrant children applied in teaching practice. Answers of teachers have been subjected to the content analysis. Sixty-three elementary school teachers and fifty teachers of preschool institutions have participated in the research. Russian preschool and elementary school teachers consider the most acceptable and use the following educational technologies for working with migrant children: ethnocultural, group, interactive, game technologies, individualization of training, information and communicative technologies and technologies of the differentiated training. A part of the interviewed teachers give additional Russian language classes for migrant children without using technologies of training Russian as nonnative language. Also, a number of restrictions for the application of a questioning method of this research has come to light. These restrictions have been connected with impossibility to specify, clear, concretize answers of respondents.

scholarly journals The nature and content of psychological-pedagogical problems of multilingualism: linguistic and psychological aspects

2021 ◽  
Vol 102 (2) ◽  
pp. 150-156
Author(s):  
A. Kim ◽  
◽  
D. Assanova ◽  
M. Knol ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Russian Language ◽  
Language Experience ◽  
Multilingual Education ◽  
The Family ◽  
The Republic ◽  
Definition Of ◽  
The Individual ◽  
Bilingualism And Multilingualism

Recently the concept of multilingualism has become a defining approach to the problem of language learning. Multilingualism occurs as an individual's language experience, expands culturally from the language used in the family to the language used in society, and then to the acquisition of languages of other peoples. The individual does not “keep” these languages and cultures separate from each other, but forms a communicative competence based on all knowledge and all language experience, where languages are interconnected and interact with one another. One of the most important approaches to both bilingual and multilingual education is, in our opinion, the study of psycholinguistic and neuro-linguistic mechanisms of bilingualism and multilingualism formation. The peculiarity of the language situation of the Republic of Kazakhstan is the presence of bilingualism, which occured in the country as a natural process in a multinational state. However each region of the country has its own specifics in terms of language. In this regard, there is a need for a regional approach to the study of the language situation in the Republic of Kazakhstan. It is worth noting that the definition of the role and place of Russian language in teaching a foreign language in the context of multilingualism is insufficiently studied. Russian language is not only a universal means of communication generally accepted in the Republic of Kazakhstan, but also the main means of knowledge of sciences and support in learning a foreign language. Linguistic situation of foreign language teaching in multilingual environment in many respects differs from the linguistic situation of learning a foreign language in a monolingual audience.

scholarly journals Transitional woes: On the impact of L2 input continuity from primary to secondary school

2017 ◽  
Vol 7 (3) ◽  
pp. 443-469 ◽  
Author(s):  
Simone E. Pfenninger ◽  
Johanna Lendl
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Curriculum Design ◽  
Primary Schools ◽  
Age Of Onset ◽  
Holistic Approach ◽  
Language Experience ◽  
Before And After ◽  
Early Learners ◽  
The Impact

In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL) teaching at primary level to more formal and explicit ways of foreign language (FL) teaching at secondary is often experienced as problematic by students and teachers alike (see, e.g., Muñoz, Tragant, & Camuñas, 2015). The results of a mixed methods analysis are presented, in which we analyzed, through a questionnaire and language experience essays, perceived continuity between input received in primary school and secondary school, as well as learners’ beliefs, attitudes and self-efficacy before and after they transitioned to secondary school. Twelve primary schools and six secondary schools in Switzerland participated in the study, with a total of 280 early learners of EFL (biological age 12-13 years, age of onset 8 years). We will argue that one of the main reasons why early FL instruction seems not to bear fruit later in secondary school is that, on the one hand, coherence in curriculum design and practice vary in a few—but crucial—aspects within and between primary schools. On the other hand, the fact that secondary education becomes a meeting point for mixed ability classes also seems to mitigate the potential advantages of an earlier start.

scholarly journals To the Question of the Education of Migrant Children at Russian Schools

2020 ◽  
Vol 2020 (3) ◽  
pp. 176-184
Author(s):  
Bella A. Bulgarova ◽  
Dina N. Rubtsova ◽  
Nataliya M. Rumyantseva ◽  
Yulia A. Voropaeva
Keyword(s):  
Nonnative Speakers ◽  
Russian Language ◽  
Migrant Children ◽  
Quality Of Education ◽  
Educational Standards ◽  
State Educational ◽  
Practical Recommendations

Current problems of education of migrant children in contemporary Russian schools are described in this article. The value of this article is that the author gives practical recommendations for improving the quality of education of migrant children in teaching Russian language for nonnative speakers considering new Federal and State educational standards requirements.

Sign in / Sign up

Export Citation Format

Share Document