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.

中文翻译：

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移民儿童的教学技术：对俄罗斯小学教师的探索性研究*

摘要 教育机构是移民儿童发生心理、教学、社会文化和语言适应的重要场所。文献中描述了许多教学策略、实践、途径和方法。在俄罗斯，这种战略被称为“技术”。本探索性研究的目的是描述俄罗斯教师在与小学移民学生一起工作时使用的教学技术。使用内容分析法分析了 45 名小学教师对描述他们在教授具有移民背景的儿童时使用的技术的开放式问题的回答。调查结果表明，俄罗斯小学教师使用民族文化群体、交流技术、游戏、个性化教学、和差异化教学。提到的许多方法可以包容性地用于移民和非移民学生群体。重要的是，虽然教师通过额外的俄语课程来补充课堂教学，但没有人提到将俄语作为非母语教学的具体技巧。这些发现与国际文献中描述的针对移民学生的教学策略相关联地进行了讨论。最后，讨论了对进一步研究的影响。这些发现与国际文献中描述的针对移民学生的教学策略相关联地进行了讨论。最后，讨论了对进一步研究的影响。这些发现与国际文献中描述的针对移民学生的教学策略相关联地进行了讨论。最后，讨论了对进一步研究的影响。