The intensity of globalization and internationalization stimulates activity of population in the world. As a consequence, the number of Russian citizens living and getting education beyond the boundaries of the Russian Federation increases. Special load in this case is on the municipal structures rendering educational services in the Russian language. Quality improvement of teaching Russian and status of educational services in the Russian language are the social priorities and assume serious rearrangement of additional training of Russian language teachers. In this regard, it would be relevant to evaluate professional competences of Russian language teachers in schools abroad; to detect competence lacunas of additional professional education; to correct the detected professional deficits by additional educational programs of various specializations and degrees of complexity. This work is aimed at detection of development strategies of the Center as a tool of distance support for Russian schools abroad. The research methods in this work are theoretical analysis of psychologic and pedagogical, sociological, economic publications devoted to the considered problem; analysis of practices of distance support courses in Russia and abroad; surveying, testing users of existing courses; analysis of expert opinions and quality appraisals of online training; analysis of statistic data. The activity of such Center would promote implementation of the Russian Schools Abroad concept, providing opportunity of annual systematic diagnostics of state of educational and methodological resources of foreign schools, supplying Russianists with modern methodological tools, allowing foreign schools to systematically raise the level of professional competences of teaching staff.
Este artigo discute as características do funcionamento derivado do sufixo -sh(a) no jargão russo.. O material para a pesquisa foi o "Grande Dicionário do Jargão Russo" contendo cerca de 25.000 palavras. Foram identificadas 20 unidades com sufixo -sh(a) pelo método de amostragem contínua, suas propriedades derivacionais e semânticas. Verificou-se que dos 20 derivados com o sufixo -sh(a), sete são registrados no Corpus Nacional da língua russa, representando por 97 contextos. Duas palavras em sete (artista convidado e comandante) são usadas apenas em seu significado direto. Não foram identificados contextos em que essas palavras seriam usadas no significado registrado com o Grande Dicionário do Jargão Russo. A principal maneira de formar jargão com o sufixo -sh(a) é o sufixo real; em casos raros, observa-se a universalização do sufixo. Nota-se a inclusão de palavras estrangeiras em processos de formação de palavras, o que confirma a produtividade desse sufixo na fala coloquial. Verificou-se que o sufixo -sh(a) desempenha as seguintes funções no jargão: nominativo, avaliativo-expressivo e formador de estilo.
This article discusses the features of the derivative functioning of with the suffix -sh(a) in Russian jargon.. The material for the research was the "Big Dictionary of Russian Jargon" containing about 25,000 words. 20 units with the suffix -sh(a) were identified by the method of continuous sampling, their derivational and semantic properties were analyzed. It was found that out of 20 derivatives with the suffix -sh(a), seven are recorded in the National Corpus of the Russian language, representing by 97 contexts. Two words out of seven (guest performer and commandant) are used only in their direct meaning. No contexts have been identified in which these words would be used in the meaning recorded with the Great Dictionary of Russian Jargon. The main way of forming jargon with the suffix -sh(a) is the actual suffixation; in rare cases, suffix universalization is observed. The inclusion of foreign words in word-formation processes is noted, which confirms the productivity of this suffix in colloquial speech. It was found that the suffix -sh(a) performs the following functions in jargon: nominative, evaluative-expressive and style-forming.
The importance of a qualitative renewal of the additional professional training system for Russian language teachers of foreign schools gives rise to many problems of both theoretical and organizational nature. The following ones are particularly relevant: 1) the determination of professional deficits of teaching staff; 2) the identification of gaps in the current system of additional professional training for Russian as a foreign language teachers; 3) the correction of the identified professional deficiencies through additional educational programs on various directions and degrees of complexity. The solution to these problems is impossible in the absence of the concept of additional professional training system for Russian as foreign language teachers, formed on the basis of an ethno-oriented approach, which involves the development of models of advanced training for teaching specific ethnic groups. Such a concept can be implemented through a system of diagnostic and educational events held remotely in a controlled segment of the Internet (on the platform of a specific educational institution or its autonomous substructure). Since the organization of additional professional training for Russian as foreign language teachers of foreign schools is closely related to the type of educational institution in which the teacher works (national state, national non-state, weekend school, schools under the Russian Orthodox Church, etc.), it is advisable to consider the educational content of advanced training programs from two points of view: 1) from the point of view of the requirements for the training of the contingent of students, 2) from the point of view of the requirements for the personality of the teacher of a particular educational institution. Taking these factors into account is important, since it directly affects the nature of the training content and the technologies used. This study offers the options for modular educational programs for additional training in three fields of activity (subject, organizational, methodological, psychological): 1) the program “Difficult cases of Russian grammar and Russian word usage”, aimed at eliminating gaps in the field of subject competences; 2) the program “Problems of teaching the Russian language in a limited language environment”, aimed at eliminating gaps in the organizational and methodological sphere; 3) the program “Psychological foundations of organizing educational activities in a foreign language”, aimed at eliminating gaps in the field of psychological competencies. Sequential remote implementation of modules included in additional professional training programs will provide access to up-to-date methodological knowledge for a large number of teachers of Russian as a foreign language.
“Staff feminization” of the Russian schools is a general tendency of the modern education, however, the problems that female teachers face when performing their professional activity in a foreign cultural environment are rather specific and therefore they require the most careful consideration and further correction through the system of psychological support. The study of the mechanism of psychological support, as well as the methods of its implementation, is the objective of the present article. The tasks of the research are the following: 1) determination of the stress factors, accompanying the activity of the female teachers of the Russian school abroad; 2) selection of the contemporary psychological techniques required for neutralization of the stress factors; 3) formation of a cluster of measures required for psychological support of teacher of Russian as a foreign language; 4) modelling of the educational content directed to the formation of the psychological competencies of the Russian teacher of a foreign school. The system of psychological support has two levels and includes the following measures: 1) prevention of the impact of negative factors and 2) liquidation of the competency-based lacunes in the field of psychological knowledge. Taking into consideration the specific character of a foreign cultural environment allows determining the individual trajectories of the professional development of a teacher. The system of psychological support is not closed; it should be updated and improved constantly taking into account and under the influence of the demands of the time to become a part of the mechanism of the general training of a teacher of the Russian school abroad.
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