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.
| Original language | English (US) |
|---|---|
| Journal | Intercultural Education |
| DOIs | |
| State | Published - Jan 1 2019 |
| Externally published | Yes |
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Keywords
- Adaptation
- children with migration backgrounds
- teaching strategies
ASJC Scopus subject areas
- Cultural Studies
- Education
Cite this
Teaching technologies for immigrant children : an exploratory study of elementary school teachers in Russia*. / Gromova, Chulpan; Khairutdinova, Rezeda; Birman, Dina; Kalimullin, Aydar.
In: Intercultural Education, 01.01.2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Teaching technologies for immigrant children
T2 - an exploratory study of elementary school teachers in Russia*
AU - Gromova, Chulpan
AU - Khairutdinova, Rezeda
AU - Birman, Dina
AU - Kalimullin, Aydar
PY - 2019/1/1
Y1 - 2019/1/1
N2 - 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.
AB - 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.
KW - Adaptation
KW - children with migration backgrounds
KW - teaching strategies
UR - http://www.scopus.com/inward/record.url?scp=85067492799&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85067492799&partnerID=8YFLogxK
U2 - 10.1080/14675986.2019.1586215
DO - 10.1080/14675986.2019.1586215
M3 - Article
AN - SCOPUS:85067492799
JO - Intercultural Education
JF - Intercultural Education
SN - 1467-5986
ER -