Vestnik On-line
Orenburg State University november 20, 2024   RU/EN
Headings of Vestnik
Pedagogics
Psychology
Other

Search
Vak
Антиплагиат
Orcid
Viniti
ЭБС Лань
Rsl
Лицензия Creative Commons

February 2024, № 1 (241), pages 93-102

doi: 10.25198/1814-6457-241-93

Dolzhikova A.V. THE ADAPTIVE CONTENT AND LANGUAGE INTEGRATED SYSTEM OF TEACHING RUSSIAN TO FOREIGN CITIZENS One of the problems of modern education is the training of foreign citizens and stateless persons (hereinafter referred to as a foreign citizen) who come to the country for a short period of time, usually for work. Knowledge of the state language, knowledge of the socio-cultural environment, and the laws of the host country become an important factor for successful adaptation in society for this category of citizens. The solution of this difficult task is complicated by the fact that a foreign citizen must master a large amount of various knowledge and acquire new communicative experience in a short period of time. To solve this problem, we have designed a flexible learning system based on the achievements of modern science and new technologies, namely, based on the ideas of the technology of content and language integrated learning (CLIL). The technology of content and language integrated learning suggests considering language as a tool, that is, to study it together with the subject, which for a migrant worker becomes the society into which he immerses. The adaptive content and language integrated system of teaching Russian to foreign citizens created by us is based on the following components: 1) language, 2) content, 3) the contingent of students. The language component is determined by the communicative needs of a foreign citizen coming to work, therefore, we have selected relevant communicative situations necessary to solve vital tasks; the content component for a foreigner coming to Russia for work is the Russian society, its culture, the structure of society, laws, and the contingent of students are foreign citizens from CIS countries. The effectiveness of the adaptive content and language integrated system of teaching Russian to foreign citizens has been tested experimentally. The results of the experiment show that the training of foreign citizens according to this system, in which the core is a meaningful subject content (culture, history, society of Russia, legislation of the Russian Federation), comprehension of the ethnocultural values of the Russian people allows to quickly and effectively prepare foreign citizens to take the exam for foreign citizens and stateless persons and enter into the socio-cultural environment of Russia.Key words: content and language integrated learning, the exam for foreign citizens and stateless persons, learning system.

Download
References:

1. Abdualieva, D.R. Experimental program for teaching the Russian language to labor migrants: goals, objectives, stages, methods, technologies, forms, means // Economy and Society, No. 8 (111), 2023, pp. 252-255.

2. Almazova N.I., Baranova T.A., Khalyapina L.P. Pedagogical approaches and models of integrated teaching of foreign languages and professional disciplines in foreign and Russian linguistic didactics // Language and culture. No. 39, 2017, — pp. 116-134.

3. Balykhina T.M., Zhao Yujiang, From methodology to ethnomethodology. Teaching the Russian language to the Chinese: problems and ways to overcome them // Monograph. — 2nd ed. — M.: RUDN, 2010. — 344 p.

4. Barancheeva E.I. Teaching the Russian language to labor migrants: problems of developing short-term training courses // Siberian Pedagogical Journal, No. 6, 2015, — pp. 189-192

5. Votintseva, M.V. Integrated foreign language teaching as a condition for the formation of professional mobility of economists: author's dissertation. ... candidate of pedagogical sciences (13.00.08) — Blagoveshchensk, 2012

6. Dzhurinsky A. N. Comparative education. Challenges of the 21st century. Moscow: Prometheus, 2014. 328 p.

7. Dolbilova D.V., Teaching Russian as a foreign language for special purposes and subject-language integrated learning: pedagogical conditions / Questions of methods of teaching language at a university. Volume 12, No. 3, 2023. — P.37-48.

8. Dolzhikova, A.V. Teaching Russian as a foreign language to labor migrants: an ontolinguistic approach within the framework of ethno-oriented methodology // Professorial Journal. Series: Russian language and literature. No. 4 (16), 2023, — pp. 39-46.

9. Zherebtsova, Zh.I. On the issue of teaching Russian language to migrant workers // Materials of the International Scientific Conference. Ecology of language and speech. Tambov State University named after G.R. Derzhavina. — Tambov: Publishing House of TSU named after. G.R. Derzhavina. 2014, — pp. 169-170.

10. Zolotykh L.G., Kosmacheva O.Yu. Modern approaches to organizing Russian language teaching for migrant workers, taking into account their ethnolinguistic specifics // Pedagogical Journal. T. 7, No. 5A, 2017. — P. 82-90.

11. Ivashova N.M., Subject-language integrated learning as one of the approaches to teaching professional Russian as a foreign language // Modern educational technologies and trends in teaching Russian as a foreign language. 2022, — From 40-42.

12. Krasheninnikova A. E. On the issue of using subject-language integrated learning CLIL [Electronic resource]. URL: http://www.rusnauka.com/3_ANR_2013/Pedagogica/5_126661.doc.htm (access date: 03/04/2024).

13. Kulikova E.Yu., Prosvirkina, I.I., Galoyan, N.G. Open ethnolinguistic online course as an innovative means of consulting support and teaching the Russian language to migrant workers from the Republic of Tajikistan // Modern pedagogical education, No. 4, 2019, pp. 94-99.

14. Kurylenko V.B., Netosina M.S., Novikova A.K. Techniques of research linguodidactics in different audiences: Russian as a foreign language, Russian as a second language (teaching migrants) // Collection of scientific articles based on the results of the Regional Scientific Conference with International Participation. / Dynamics of language processes in the multicultural space of the North Caucasus. — Armavir, October 11-13, 2017 Vol. 2, — pp. 68-73

15. Loktyushina E.A., Saitimova T.N. Subject-language integrated learning as an approach to vocational education // Business. Education. Right. Bulletin of the Volgograd Institute of Business. 2015. No. 2 (31). — pp. 324-328.

16. Maltseva, E.Yu. Integrated foreign language teaching — Samara: Samara State University, 2020, 80 p.

17. Melekhina E.A. Subject-language integrated CLIL training at university: goals, content, methodology // Izvestia of the Russian State Pedagogical University named after. A. I. Herzen. 2021. No. 199. — pp. 81-90.

18. Merkish N.E., Baur R. From the experience of bilingual education in Canada and Germany // Bilingual education: experience, problems, prospects. Saratov, 2004. — pp. 26-36.

19. Milevskaya, T.V., Dovgaleva E.Yu., Tretyakova, A. A. Modern technologies in teaching the Russian language to labor migrants. // New science: from idea to result. No. 6-2, 2015. — P. 103-109.

20. Milovanova M.V., Terentyeva E.V. Modular principle of teaching Russian language to migrants // Nizhny Novgorod education. No. 3, 2013, — pp. 182-186.

21. Mironova I.N. Basic principles and reasons for the introduction of subject-language integrated learning // Scientific works of Moscow University for the Humanities. 2020. No. 4. — pp. 19-27.

22. Pomortseva, N.V. Teaching the Russian language to labor migrants: from concept to implementation // Materials of the XIII Congress MAPRYAL: University of Granada; Russkiy Mir Foundation. — Volume. 10. Direction 9. Methods of teaching Russian as a foreign, native and non-native language. — Saint Petersburg. 2015, — pp. 839-843

23. Pugachev I.A. Ethnic-oriented methodology in multicultural teaching of the Russian language to foreigners: monograph / I. A. Pugachev. — M.: RUDN, 2011. 284 p.

24. Semina A.I. Subject-based integrative teaching of Russian as a foreign language at preparatory faculties of Russian universities (physics and mathematics module): abstract thesis. ... candidate of pedagogical sciences (13.00.02). — M., 2020.

25. Sidorenko T.V., Rybushkina S.V. Integrated subject-language learning and its prospects in Russian technical universities // Education and Science. 2017. Volume 19, No. 6. — P. 182-196.

26. Sysoev P.V. Stages of development of educational materials for subject-language integrated learning // Bulletin of Moscow University. Episode 19: Linguistics and intercultural communication. 2020. No. 3. — P. 169-178

27. Fedotova, N.L. The problem of selecting training content for a remedial course in Russian as a foreign language for labor migrants // World of Science, Culture, Education, No. 3 (7), 2018, pp. 146-148.

28. Marsh D. Content and Language Integrated Learning: The European Dimension — Actions, Trends and Foresight Potential. Oxford: Oxford Uni. Press, 2002. 204 p.

29. Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006. Brussels, 2004.


About this article

Author: Dolzhikova A.V.

Year: 2024

doi: 10.25198/1814-6457-241-93

Editor-in-chief
Sergey Aleksandrovich
MIROSHNIKOV

Crossref
Cyberleninka
Doi
Europeanlibrary
Googleacademy
scienceindex
worldcat
© Электронное периодическое издание: ВЕСТНИК ОГУ on-line (VESTNIK OSU on-line), ISSN on-line 1814-6465
Зарегистрировано в Федеральной службе по надзору в сфере связи, информационных технологий и массовых коммуникаций
Свидетельство о регистрации СМИ: Эл № ФС77-37678 от 29 сентября 2009 г.
Учредитель: Оренбургский государственный университет (ОГУ)
Главный редактор: С.А. Мирошников
Адрес редакции: 460018, г. Оренбург, проспект Победы, д. 13, к. 2335
Тел./факс: (3532)37-27-78 E-mail: vestnik@mail.osu.ru
1999–2024 © CIT OSU