KFU. Card publication. Maintaining bilingualism through technologies: the case of young Russian heritage learners

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

MAINTAINING BILINGUALISM THROUGH TECHNOLOGIES: THE CASE OF YOUNG RUSSIAN HERITAGE LEARNERS

Form of presentation

Articles in international journals and collections

Year of publication

2021

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Authors, employees of KFU

Kayumova Albina Ramilevna, author

Sadykova Gulnara Vasilevna, author

Khalitova Liliya Kamilevna, author

Bibliographic description in the original language

Sadykova G, Khalitova L, Kayumova A., Maintaining bilingualism through technologies: the case of young Russian heritage learners//Journal of E-Learning and Knowledge Society. - 2021. - Vol.17, Is.3. - P.101-109.

Annotation

This paper reports on the research study that documented and analyzed attitude to and the usage of digital technologies by Russian-speaking parents raising bi-/multilingual children outside Russia. Thirty-four participants from 12 countries completed an online questionnaire. Three native Russian mothers raising children outside of Russia were also engaged into a case study. The study revealed that parenting efforts could include speech development learning activities with traditional and digital learning tools. Participants expressed their favorable view over educational value of digital (computer, mobile, online) technologies. In practice, however, parents' usage of these tools was very limited as most of them preferred a printed book and live communication for maintaining Russian. It was obvious that many parents are not well informed about the availability of high-quality digital resources for the development of Russian speech in preschoolers and/or do not see their advantages. The results of the research confirmed studies that indicated the importance of creating the “child-digital resource-teacher” interaction and the need for mediation by an adult in a situation where a child interacts with a computer or tablet. These results are of practical significance for formal and informal bilingual educators, teacher training institutions and parents of bi-/multilingual children.

Keywords

Bi/Multilingual education, young learners, language learning, digital education

The name of the journal

Journal of E-Learning and Knowledge Society

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85123367749&doi=10.20368%2f1971-8829%2f1135476&partnerID=40&md5=5d5bc3890c4e669d624084b556e014f5

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

https://repository.kpfu.ru/eng/?p_id=263490&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Kayumova Albina Ramilevna	ru_RU
dc.contributor.author	Sadykova Gulnara Vasilevna	ru_RU
dc.contributor.author	Khalitova Liliya Kamilevna	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	Sadykova G, Khalitova L, Kayumova A., Maintaining bilingualism through technologies: the case of young Russian heritage learners//Journal of E-Learning and Knowledge Society. - 2021. - Vol.17, Is.3. - P.101-109.	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=263490&p_lang=2	ru_RU
dc.description.abstract	Journal of E-Learning and Knowledge Society	ru_RU
dc.description.abstract	This paper reports on the research study that documented and analyzed attitude to and the usage of digital technologies by Russian-speaking parents raising bi-/multilingual children outside Russia. Thirty-four participants from 12 countries completed an online questionnaire. Three native Russian mothers raising children outside of Russia were also engaged into a case study. The study revealed that parenting efforts could include speech development learning activities with traditional and digital learning tools. Participants expressed their favorable view over educational value of digital (computer, mobile, online) technologies. In practice, however, parents' usage of these tools was very limited as most of them preferred a printed book and live communication for maintaining Russian. It was obvious that many parents are not well informed about the availability of high-quality digital resources for the development of Russian speech in preschoolers and/or do not see their advantages. The results of the research confirmed studies that indicated the importance of creating the “child-digital resource-teacher” interaction and the need for mediation by an adult in a situation where a child interacts with a computer or tablet. These results are of practical significance for formal and informal bilingual educators, teacher training institutions and parents of bi-/multilingual children.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	Bi/Multilingual education	ru_RU
dc.subject	young learners	ru_RU
dc.subject	language learning	ru_RU
dc.subject	digital education	ru_RU
dc.title	Maintaining bilingualism through technologies: the case of young Russian heritage learners	ru_RU
dc.type	Articles in international journals and collections	ru_RU