RUSSIAN AS A NON-NATIVE LANGUAGE FOR MIGRANT CHILDREN: DEFINITION OF THE CONCEPT

Abstract

The purpose of the study is to construct a definition of the concept “Russian as a non-native language for migrant children”. The article analyzes a context of the concept use in the scientific literature, as well as the nomination of the discipline aimed at teaching Russian to migrant children. Differentiating features of the phenomenon under consideration are revealed. It makes it possible to separate this phenomenon from similar concepts of the methodology. The scientific originality is in creating the definition of the basic category “Russian as a non-native language for migrant children” on the basis of the categorical method “Formal-logical definition of the concept”, which is unconventional for methodological research. As a result, the constructed definition identifies the phenomenon based on such signs as child age, residence in Russia, belonging to a migrant family. The obtained results can become a starting point for determining the content of teaching Russian as a non-native language to migrant children and developing an additional course program for schoolchildren that provides language adaptation of foreign speakers and the formation of a Russian-speaking component of a bilingual language personality.