Complex Diagnostic Test as a Resource for Correcting the Individual Educational Roadmap for Migrants’ Children on the Example of the Russian General-Education School

Kalinin, S.; Kudryavtseva, E.; Smirnova, N.

Авторы: Kalinin Stepan, Kudryavtseva Ekaterina, Smirnova Natalya
Сборник: Selected Papers E-Book 6th International Conference on Applied Linguistics Issues (ALI 2019)
Год издания: 2019
Место издания: ISCDBU Inc
Первая страница: 288
Последняя страница: 297
DOI: 10.26655/mjltm.2019.7.1
Аннотация: Relevance of the topic is connected with a phenomenon of the 21st century – multilingualism (based on bilingualism of migrants), which, in the context of globalization, is inextricably linked to each ethnicity’s quest for self-identification and self-representation. We regard bilingualism as a complex linguocultural and ethnolinguocultural phenomenon that is not restricted to being able to speaktwo languages at a certain level, as well as manifestation of a complex communicative competence (self-, social, ethnic, intercultural,linguistic, and media competences) of a bi- and polylingual person during real communication. The complex diagnostic test, which has been carried out since 2008 (Elabuga Institute of Kazan Federal University, International Network Laboratory “Innovative Technologies in Polycultural Education”) was aimed at not only determining whether the 3-14-year-old children of migrants andrefugees are ready to obtain systemic education and develop themselves in the ethnolinguocultural environment of the host country (on the example of Russian-speaking children and teenagers outside the Russian Federation and children of migrant workers from Central Asian in Russia), but also at identifying the ways of correcting the educational roadmap of each child considering the anamneses of their bi- and polylingualism (multilingualism), family situation and educational standards of the host society. Based onthe test conducted in the Russian Federation, it is possible to come to the following conclusions: 23% of the respondents (who completed 60% or more of communicative tasks) are ready to learn in Russian; 34% (less than 60% of the total mark for 3-4 types of speech activity) of respondents are not ready to learn in Russian; 43% of respondents need to correct individual (mostly functional letter-writing) types of speech activity. Teachers, while performing their educational activities, need to understand the languagesystems and cultures of students and take into account the peculiarities of how these students become immersed in communication oral and written in Russian. In addition, it is necessary to perform systematic work aimed at real integration of migrant children into the Russian-speaking community, but “with a return ticket” (the opportunity to return to their parents’ historical homeland) and with a development perspective, i.e. self-actualization of a student in other areas of activity and other social status than their parents. Keywords: Language acquisition, bilingualism, multilingualism, ethno-linguistic culture, complex diagnostic test for bilingual children, bilingual education, education in Russian Federation, speech activity, migrants and refugees children, migration in Russian Federation.
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Complex Diagnostic Test as a Resource for Correcting the Individual Educational Roadmap for Migrants’ Children on the Example of the Russian General-Education Schoolстатья

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