Theoretical and methodological recommendations on the organization of Russian language teaching in schools in the new regions of Russia
Sheglova Inna Vladimirovna
Moscow State Pedagogical University
Submitted: 07.03.2024
Abstract. The study aims to elaborate theoretical and methodological recommendations on the organization of Russian language teaching in schools in the new regions of Russia. The paper identifies the key features of Russian language proficiency among schoolchildren in the new regions of Russia. The fundamental pedagogical problem is outlined: the unformed Russian linguistic worldview among children in these territories. The scientific novelty of the work lies in defining the notion of a “compression approach” to teaching Russian to schoolchildren in the new regions of Russia and substantiating the relevance of its implementation in the school educational process. As a result, the author proposes the directions of work for the school teaching staff in the context of the specified approach with the aim of accelerated and high-quality learning in the system of teaching Russian as a native language. The need for the development of the school course “Russian as a functional language” is substantiated and the types of tasks that will contribute to the development of speech skills in reading, speaking, listening and, most importantly, to the formation of the Russian linguistic worldview within the framework of this course are determined.
Key words and phrases: новые регионы России, русско-украинское двуязычие, интерференция в речи билингва, русская языковая картина мира, педагогический подход, преподавание русского языка в школе, new regions of Russia, Russian-Ukrainian bilingualism, language transfer in bilingual speech, Russian linguistic worldview, pedagogical approach, teaching Russian at school
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