KFU. Card publication. Educational practices for immigrant children in elementary schools in Russia

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

EDUCATIONAL PRACTICES FOR IMMIGRANT CHILDREN IN ELEMENTARY SCHOOLS IN RUSSIA

Form of presentation

Articles in international journals and collections

Year of publication

2021

Язык

английский

Authors, employees of KFU

Gromova Chulpan Raesovna, author

Kalimullin Aydar Minimansurovich, author

Khayrutdinova Rezeda Rafailevna, author

Other authors

Birman Dina , author

Bibliographic description in the original language

Gromova C, Khairutdinova R, Birman D, Educational practices for immigrant children in elementary schools in Russia//Education Sciences. - 2021. - Vol.11, Is.7. - Art. № 325.

Annotation

Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers' work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child's psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children's heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.

Keywords

acculturation; adjustment; teachers? educational practices; immigrant children; language support; academic support; inclusion; welcoming school climate

The name of the journal

Education Sciences

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109948991&doi=10.3390%2feducsci11070325&partnerID=40&md5=5ba2546b27c91c899bfef02ffbc338af

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

https://repository.kpfu.ru/eng/?p_id=255352&p_lang=2

Resource files

File name	Size (MB)	Format
Educational_Practices_for_Immigrant_Children_in_El.pdf	0,28	pdf	show / download

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.contributor.author	Birman Dina	ru_RU
dc.date.accessioned	2021-01-01T00:00:00Z	ru_RU
dc.date.available	2021-01-01T00:00:00Z	ru_RU
dc.date.issued	2021	ru_RU
dc.identifier.citation	Gromova C, Khairutdinova R, Birman D, Educational practices for immigrant children in elementary schools in Russia//Education Sciences. - 2021. - Vol.11, Is.7. - Art. № 325.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=255352&p_lang=2	ru_RU
dc.description.abstract	Education Sciences	ru_RU
dc.description.abstract	Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers' work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child's psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children's heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject		ru_RU
dc.title	Educational practices for immigrant children in elementary schools in Russia	ru_RU
dc.type	Articles in international journals and collections	ru_RU