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/as

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

Palabras clave:

Tecnología educativa lingüística, Migración, Adaptación, Condiciones sociales, Características de las relaciones

Resumen

El desarrollo de la sociedad moderna adquiere un uso severo y generalizado de un fenómeno como la migración, que está inevitablemente relacionado con la adaptación del individuo a las nuevas condiciones sociales. El estudio tiene como objetivo identificar las características de la adaptación de los niños migrantes a un nuevo entorno educativo. El estudio utiliza el método de cuestionario, que nos permite estudiar y analizar la experiencia de las actividades para identificar y concretar tecnologías lingüísticas educativas para la adaptación en relación con los migrantes. El artículo examina las peculiaridades de las tecnologías de la educación lingüística para la adaptación de migrantes de diferentes categorías de edad. Se puede concluir que los niños aprenden un nuevo idioma más rápido de lo que aprenden los adultos y, a menudo, asumen el papel de intérpretes de sus padres. Los datos obtenidos en este artículo se pueden utilizar en psicología social, psicología ocupacional y para un mayor desarrollo teórico de este tema.

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Biografía del autor/a

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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