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

Authors

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

Keywords:

Linguistic educational technology, Migration, Adaptation, Social conditions, Characteristics of relations

Abstract

Modern society development acquires widespread severe use of such a phenomenon as migration, which is inevitably connected with the individual's adaptation to the new social conditions. The study aims to identify the characteristics of the adaptation of migrant children to a new educational environment. The study uses the questionnaire method, which allows us to study and analyze the experience of activities to identify and concretize linguistic educational technologies for adaptation in relation to migrants. The article examines the peculiarities of linguistic educational technologies for the adaptation of migrants of different age categories. It can be concluded that children learn a new language faster than adults learn and often take on the role of interpreter for their parents. The data obtained in this paper can be used in social psychology, occupational psychology and for further theoretical development of this issue.

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Author Biographies

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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