Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers’ work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child’s psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children’s heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.

中文翻译：

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俄罗斯小学移民儿童教育实践

教师在移民儿童的文化适应和适应方面发挥着举足轻重的作用。在多元文化课堂中，实践是教师工作中一个重要但未被充分探索的部分。本研究的目的是确定俄罗斯鞑靼斯坦共和国的小学教师在与移民儿童一起工作时使用的教育实践，以提供语言和学术支持，并在课堂上营造一种温馨的氛围，促进孩子的心理调整。孩子。数据是通过对 20 名与移民儿童一起工作的小学教师的访谈收集的。访谈使用归纳和演绎内容分析方法进行分析。调查结果表明，在缺乏制度化结构的情况下，教师在与移民儿童一起工作时会主动调整他们的教学和教学方法。教师主要依靠个人（一对一）辅导方法来提供语言和学术支持。在课堂上营造良好氛围和儿童心理调整的方法包括促进对不同种族群体的尊重和培养跨文化沟通技巧的做法。将家长纳入教育过程与教师使用的移民儿童的所有做法结合使用。此外，教师在与流动儿童的传统语言和俄语交流时，往往依赖鞑靼语作为中介。