KFU. Card publication. Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

TEACHING TECHNOLOGIES FOR IMMIGRANT CHILDREN: AN EXPLORATORY STUDY OF ELEMENTARY SCHOOL TEACHERS IN RUSSIA*

Form of presentation

Articles in international journals and collections

Year of publication

2020

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Authors, employees of KFU

Gromova Chulpan Raesovna, author

Kalimullin Aydar Minimansurovich, author

Khayrutdinova Rezeda Rafailevna, author

Bibliographic description in the original language

Gromova C, Khairutdinova R, Birman D, Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*//Intercultural Education. - 2019. -Volume 30, Issue 5, 2019, Pages 495-509

Annotation

Educational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, practices, approaches, and methods have been described in the literature. In the Russian context, such strategies have been called 'technologies'. The purpose of the present exploratory study was to describe teaching technologies used by teachers in Russia when working with immigrant students in elementary schools. Responses of forty-five elementary school teachers to open-ended questions describing technologies they use when teaching children with migration backgrounds were analyzed using content analysis. Findings suggest that Russian elementary school teachers used ethno-cultural group, communicative technologies, games, individualized instruction, and differentiated teaching. Many approaches mentioned can be used inclusively with groups of immigrant and non-immigrant students. Importantly, while teachers supplemented classroom instruction with additional Russian language lessons, none mentioned specific techniques for teaching Russian as a non-native language. These findings are discussed in relation to teaching strategies described in the international literature focused on migrant students. Finally, implications for further research are discussed. ? 2019, ? 2019 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Adaptation, children with migration background, steaching strategies

The name of the journal

Intercultural Education

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85067492799&doi=10.1080%2f14675986.2019.1586215&partnerID=40&md5=e7cb1960b8937263513e269ddeac51ee

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=205117&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Gromova Chulpan Raesovna	ru_RU
dc.contributor.author	Kalimullin Aydar Minimansurovich	ru_RU
dc.contributor.author	Khayrutdinova Rezeda Rafailevna	ru_RU
dc.date.accessioned	2020-01-01T00:00:00Z	ru_RU
dc.date.available	2020-01-01T00:00:00Z	ru_RU
dc.date.issued	2020	ru_RU
dc.identifier.citation	Gromova C, Khairutdinova R, Birman D, Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*//Intercultural Education. - 2019. -Volume 30, Issue 5, 2019, Pages 495-509	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=205117&p_lang=2	ru_RU
dc.description.abstract	Intercultural Education	ru_RU
dc.description.abstract	Educational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, practices, approaches, and methods have been described in the literature. In the Russian context, such strategies have been called 'technologies'. The purpose of the present exploratory study was to describe teaching technologies used by teachers in Russia when working with immigrant students in elementary schools. Responses of forty-five elementary school teachers to open-ended questions describing technologies they use when teaching children with migration backgrounds were analyzed using content analysis. Findings suggest that Russian elementary school teachers used ethno-cultural group, communicative technologies, games, individualized instruction, and differentiated teaching. Many approaches mentioned can be used inclusively with groups of immigrant and non-immigrant students. Importantly, while teachers supplemented classroom instruction with additional Russian language lessons, none mentioned specific techniques for teaching Russian as a non-native language. These findings are discussed in relation to teaching strategies described in the international literature focused on migrant students. Finally, implications for further research are discussed. ? 2019, ? 2019 Informa UK Limited, trading as Taylor & Francis Group.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	Adaptation	ru_RU
dc.subject	children with migration background	ru_RU
dc.subject	steaching strategies	ru_RU
dc.title	Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*	ru_RU
dc.type	Articles in international journals and collections	ru_RU