DESCRIPTION OF THE METHODOLOGICAL MODEL OF TEACHING FOREIGN LANGUAGE TO CHILDREN OF CITIZENS OF FOREIGN COUNTRIES BASED ON A COMMUNICATIVE-PRAGMATIC APPROACH
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Author(s): | Herrera Pavon Yu. R., Nenyuk E. A., Sorokovykh G. V., |
| Number of journal: | 1(74) | Date: | March 2026 |
| Annotation: | The article presents a scientific description of the structural and functional model of teaching English to children of citizens of foreign countries in the second grade of secondary school. The pedagogical and linguodidactic conditions for the formation of elementary foreign language communicative competence among younger foreign-speaking schoolchildren in a multicultural educational environment are considered. The relevance of the study is due to the intensification of migration processes in the modern world, which leads to a significant increase in the number of students with a foreign language background in Russian schools. This situation necessitates the development of systemic psychological, pedagogical and methodological solutions that organically combine the tasks of language development with the processes of socio-cultural adaptation and personal development of a child who often finds himself in a situation of “double” inclusion in a new language environment. In the theoretical part of the work, the conceptual provisions of the communicativepragmatic approach are revealed in their interrelation with personality-oriented and subject-activity learning approaches. It is proved that it is the synthesis of these approaches that makes it possible to build education taking into account the individual characteristics, needs and cultural experience of each foreign-speaking child. The following describes in detail the structure of the developed model, which includes normative- target, theoretical-methodological, substantive and evaluative- reflective blocks that are closely interrelated and ensure the integrity of the pedagogical process. Special attention is paid to the inclusion of a pragmatic component in the learning content, which ensures the formation of the ability to correlate linguistic means with a specific communicative task, addressee and socio-cultural context, which is the basis for successful real communication. The developed model focuses on the gradual development of speech skills in all types of speech activity (listening, speaking, reading and writing) and the creation of a psychologically comfortable educational environment that helps reduce stress and increase motivation to learn a language. The proposed theoretical provisions and practical recommendations can be used in the practice of primary and additional education when working with children of citizens of foreign countries, as well as serve as a basis for further research in the field of multicultural education and methods of teaching foreign languages. | ||
| Keywords: | communicative and pragmatic approach, children of foreign citizens, foreign-speaking children, primary school, foreign language communicative competence, pragmatic competence, multicultural adaptation, additional education, methodological model, personalization of learning, linguodidactics, bilingual support |
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| For citation: | Herrera Pavon Yu. R., Sorokovykh G. V., Nenyuk E. A. Description of the methodological model of teaching foreign language to children of citizens of foreign countries based on a communicative-pragmatic approach. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;1(74):403—410. DOI: 10.25683/VOLBI.2026.74.1551. |
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