Linguistic educational technologies for migrants social adaptation: process, challenges and potential

Tatiana I. Shulga; Anna M. Yudina; Andrey A. Pligin; Alla A. Korzhanova; Tatiana G. Karpova; Elena V. Kulesh; Gulnaz Sh. Ashrafullina

doi:10.29051/el.v7iesp.8.16376

Autores

Tatiana I. Shulga Moscow State Regional University, Moscow, Russia https://orcid.org/0000-0002-3584-6087
Anna M. Yudina Vladimir State University named after Alexander Grigoryevich and Nikolai Grigoryevich Stoletov, Vladimir, Russia https://orcid.org/0000-0001-5420-6643
Andrey A. Pligin Moscow Psychological and Social University, Moscow, Russia https://orcid.org/0000-0002-5675-3699
Alla A. Korzhanova Gzhel State University, Elektroizolyator, Russia https://orcid.org/0000-0003-1162-2035
Tatiana G. Karpova Russian State Social University, Moscow, Russia https://orcid.org/0000-0003-4028-9948
Elena V. Kulesh Pacific State University, Khabarovsk, Russia https://orcid.org/0000-0001-9010-6025
Gulnaz Sh. Ashrafullina Naberezhnye Chelny Institute (Branch), Kazan (Volga region) Federal University, Naberezhnye Chelny, Russian Federation https://orcid.org/0000-0003-1309-3456

DOI:

https://doi.org/10.29051/el.v7iesp.8.16376

Palavras-chave:

Tecnologia educacional linguística, Migração, Adaptação, Condições sociais, Características das relações

Resumo

O desenvolvimento da sociedade moderna adquire amplo uso severo de um fenômeno como a migração, que está inevitavelmente ligado à adaptação do indivíduo às novas condições sociais. O estudo tem como objetivo identificar as características da adaptação de crianças migrantes a um novo ambiente educacional. O estudo utiliza o método de questionário, o que nos permite estudar e analisar a experiência de atividades para identificar e concretizar tecnologias educacionais linguísticas para adaptação em relação aos migrantes. O artigo examina as peculiaridades das tecnologias educacionais linguísticas para a adaptação de migrantes de diferentes categorias de idade. Pode-se concluir que as crianças aprendem um novo idioma mais rápido do que os adultos e, muitas vezes, assumem o papel de intérpretes dos pais. Os dados obtidos neste artigo podem ser usados em psicologia social, psicologia ocupacional e para um maior desenvolvimento teórico desta questão.

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Biografia do Autor

Tatiana I. Shulga, Moscow State Regional University, Moscow, Russia

Doctor of Phycology, Associate Professor of the Department of Social Psychology

Anna M. Yudina, Vladimir State University named after Alexander Grigoryevich and Nikolai Grigoryevich Stoletov, Vladimir, Russia

PhD in Education, Associate Professor of the Department of Pedagogy

Andrey A. Pligin, Moscow Psychological and Social University, Moscow, Russia

Doctor of Psychology, Professor of the Department of Social Psychology

Alla A. Korzhanova, Gzhel State University, Elektroizolyator, Russia

PhD in Education, PhD in Education, Associate Professor of the Department of Social and Cultural Activities and Tourism

Tatiana G. Karpova, Russian State Social University, Moscow, Russia

PhD in Philology, Associate Professor, Dean of the Communicative Management Faculty

Elena V. Kulesh, Pacific State University, Khabarovsk, Russia

PhD in Psychology, Associate Professor of the Department of Psychology

Gulnaz Sh. Ashrafullina, Naberezhnye Chelny Institute (Branch), Kazan (Volga region) Federal University, Naberezhnye Chelny, Russian Federation

PhD in Education, Associate Professor of the Department of Physical Education and Sports

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