Teaching technologies for immigrant children: an exploratory study of elementary school teachers in Russia*

ABSTRACT

Educational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, practices, approaches, and methods have been described in the literature. In the Russian context, such strategies have been called ‘technologies’. The purpose of the present exploratory study was to describe teaching technologies used by teachers in Russia when working with immigrant students in elementary schools. Responses of forty-five elementary school teachers to open-ended questions describing technologies they use when teaching children with migration backgrounds were analyzed using content analysis. Findings suggest that Russian elementary school teachers used ethno-cultural group, communicative technologies, games, individualized instruction, and differentiated teaching. Many approaches mentioned can be used inclusively with groups of immigrant and non-immigrant students. Importantly, while teachers supplemented classroom instruction with additional Russian language lessons, none mentioned specific techniques for teaching Russian as a non-native language. These findings are discussed in relation to teaching strategies described in the international literature focused on migrant students. Finally, implications for further research are discussed.     

莫高窟北区出土回鹘文《佛祖历代通载》残叶再研究

近年来敦煌研究院对敦煌莫高窟北区石窟进行了先后六次考古发掘，发现了大量的汉文、蒙文、叙利亚文、西夏文、吐蕃文以及回鹘文文献。莫高窟北区38个石窟出土的回鹘文文献多达128件，回鹘文文书碎片1241片，除少数为信件、世俗文书外，大部分为佛教内容的文献。文章在参考前人研究成果的基础上，对敦煌莫高窟北区石窟出土的回鹘文佛教文献残片《佛祖历代通载》（标本B59：69）进行了再研究，对原文进行了拉丁文转写、汉文翻译和注释。