Creating the system of teaching Russian as a second language to primary school children from migrant families

In modern Russian schools, foreign-speaking children from migrant families study on a par with Russian-speaking classmates. To adapt in the educational space, such students should be bilinguals. The necessity of forming the Russian-speaking component of the bilingual language personality of children from migrant families determines the relevance of this work. The aim of the study is to create the system of teaching Russian as a second language to primary school children from migrant families. The material included the scientific works on Russian as a foreign and as a second language, studies on the social and linguistic adaptation of migrants. Methods of complex theoretical analysis and modeling were used. The model of teaching Russian as a second language has been created, including target, methodological, content, and procedural components. The characteristics of each component of the teaching process are given, the parts of the components and the main content of these parts are determined. The super goal of teaching is the formation of the Russian-speaking component of the bilingual language personality with the help of language adaptation, including interpersonal language adaptation, linguistic-cultural adaptation, meta-subject language adaptation, psycholinguistic adaptation. Integration of the target, methodological, content, and procedural components of the model will make teaching Russian as a second language structured and purposeful and will contribute to the formation of a bilingual linguistic personality of a child from a migrant family. The prospects of the research are further study and description of the model components, as well as testing the proposed system of teaching Russian as a second language.