| Форма представления | Статьи в зарубежных журналах и сборниках |
| Год публикации | 2021 |
| Язык | английский |
|
Громова Чулпан Раесовна, автор
Калимуллин Айдар Минимансурович, автор
Хайрутдинова Резеда Рафаилевна, автор
|
|
Бирман Дина , автор
|
| Библиографическое описание на языке оригинала |
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. |
| Аннотация |
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. |
| Ключевые слова |
acculturation; adjustment; teachers? educational practices; immigrant children; language support; academic support; inclusion; welcoming school climate |
| Название журнала |
Education Sciences
|
| URL |
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85109948991&doi=10.3390%2feducsci11070325&partnerID=40&md5=5ba2546b27c91c899bfef02ffbc338af |
| Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на эту карточку |
https://repository.kpfu.ru/?p_id=255352 |
| Файлы ресурса | |
|
|
Полная запись метаданных  |
| Поле DC |
Значение |
Язык |
| dc.contributor.author |
Громова Чулпан Раесовна |
ru_RU |
| dc.contributor.author |
Калимуллин Айдар Минимансурович |
ru_RU |
| dc.contributor.author |
Хайрутдинова Резеда Рафаилевна |
ru_RU |
| dc.contributor.author |
Бирман Дина |
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/?p_id=255352 |
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 |
Статьи в зарубежных журналах и сборниках |
ru_RU |
|
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