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

Chulpan Gromova, Rezeda Khairutdinova, Dina Birman, Aydar Kalimullin

Research output: Contribution to journalArticle

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 languageEnglish (US)
JournalIntercultural Education
DOIs
StatePublished - Jan 1 2019
Externally publishedYes

Fingerprint

elementary school teacher
Russia
immigrant
Teaching
teaching strategy
differentiated teaching
migration background
instruction
Russian language
student
teacher
language
educational institution
elementary school
content analysis
migrant
Group
classroom
literature

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 journalArticle

@article{461b4ef8351343f788d61e46b2f3fe14,
title = "Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*",
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.",
keywords = "Adaptation, children with migration backgrounds, teaching strategies",
author = "Chulpan Gromova and Rezeda Khairutdinova and Dina Birman and Aydar Kalimullin",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/14675986.2019.1586215",
language = "English (US)",
journal = "Intercultural Education",
issn = "1467-5986",
publisher = "Routledge",

}

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 -