Linguodidactic Profiling in Teaching Russian as a Foreign Language to Labour Migrants

Anzhela Dolzhikova (), Victoria Kurilenko (), Yulia Biryukova, Natalia Rumyantseva, Ekaterina Kulikova and Elena Tumakova
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Anzhela Dolzhikova: Peoples’ Friendship University of Russia (RUDN University)
Victoria Kurilenko: RUDN University
Yulia Biryukova: RUDN University
Natalia Rumyantseva: RUDN University
Ekaterina Kulikova: RUDN University
Elena Tumakova: Tyumen State University

Journal of International Migration and Integration, 2018, vol. 19, issue 1, No 11, 194 pages

Abstract: Abstract The main purpose of this exploratory study is to work out and describe the labour migrant’s linguodidactic profile, to verify its didactic capacity of an instrument of pedagogic measurement of social, cognitive, ethnocultural, educational and other significant characteristics of migrants affecting the efficiency of the Russian language training courses. The interdisciplinary methodology of the research integrates principles and approaches of methods for teaching Russian as a foreign language, interdidactics, migration sociolology, culturology, anthropology and cognitive science. The Russian language training courses have a strong potential for linguocultural adaptation and integration of labour migrants because the language functions as a depository and translator of the hosting nation’s moral norms and values. The effectiveness of the Russian language training course depends upon the strict consideration of all significant characteristics of its addressees, i.e. labour migrants. These characteristics were identified and then integrated into the linguodidactic profile which was taken as a basis for the language training course. The didactic capacity of the linguodidactic profile was proved on the example of language teaching and testing of migrants from the Republic of Tajikistan, since foreigners from this country form the majority (47%) of labour immigration flows to the Russian Federation. The role and capacity of the linguodidactic profile in teaching Russian as a foreign language have been verified experimentally. The analyses and comparisons of the final examination results proved the efficiency of the training course worked out with consideration for the labour migrant’s typical linguodidactic profile and, consequently, its high didactic capacity.

Keywords: Linguodidactic profile of a labour migrant; Teaching Russian as a foreign language; Language teaching methods; Labour migrants’ language and culture education; Integration examination for labour migrants (search for similar items in EconPapers)
Date: 2018
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DOI: 10.1007/s12134-017-0531-3

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