SOCIAL EXPERIENCE AS INTEGRATION INTO THE CULTURAL AND EDUCATIONAL SPACE

Abstract

The training of teachers for a modern multi-ethnic school acquires a certain specificity associated with the need not only to assess their level of proficiency in Russian not as native speakers of the Russian language, but as foreigners, but also to take into account the ethnopsychological characteristics of migrant children. The authors, proposing forms of work aimed at the formation of socionormative experience, come to the conclusion that the effectiveness of work on the formation of an active vocabulary of students in classes with a multiethnic composition is achieved by a system of work based on the principles of developmental education, taking into account an increase in the level of the general speech culture of students.