ENTRANCE ASSESSMENT AS A BASIS FOR DIFFERENTIATED INSTRUCTION IN RUSSIAN AS A FOREIGN LANGUAGE BILINGUAL CHILDREN

Abstract

The objective of the study is to identify the relationship between entrance assessments and the process of differentiating the teaching of Russian as a foreign language to bilingual children. The article examines the role of entrance assessments in the differentiated teaching of Russian as a foreign language to bilingual children. A detailed analysis of relevant scientific and methodological literature is provided. Definitions of the concept of “differentiation of instruction” by various authors are analyzed. A pedagogical model of differentiated teaching of Russian as a foreign language to bilingual children has been developed, including key components such as entrance assessments, individualized curricula in an adapted educational environment, and monitoring of student progress. Criteria for evaluating the effectiveness of this pedagogical model of differentiated teaching of Russian as a foreign language to bilingual children are formulated. The scientific novelty of this study lies in the development of a pedagogical model of differentiated teaching of Russian as a foreign language to bilingual children and its evaluation criteria. The study found that current teaching methods, which fail to take into account the unique linguistic and cultural contexts of students, are ineffective. Bilingual children face challenges in language learning, as each child’s language preparation is individual and can vary significantly in motivational readiness and level. These findings necessitate the development of a differentiated instructional model that addresses the individual needs and requirements of each student, thereby improving the quality of acquisition of Russian as a foreign language.