Language mentoring as a means of developing communicative competence in non-native schoolchildren in the process of teaching Russian

Abstract

The purpose of the study is to identify the specifics of developing communicative competence in non-native students through language mentoring at school. In the article, the author reveals a step-by-step algorithm of teacher activity in teaching Russian as a foreign language to non-native speakers and illustrates the features of using language mentoring in the process of developing students’ speech skills. The scientific novelty of the research lies in a systematic approach to solving the problem of teaching Russian as a foreign language to non-native speakers in middle school: the development of a complex of interconnected elements of the process of forming students’ communicative competence through language mentoring (personalization of the learning trajectory, learning based on real communicative situations, adaptation of communication taking into account the non-native student’s cultural background, providing feedback to the student regarding their successes and difficulties). As a result, an instructional strategy for developing communicative competence in non-native schoolchildren through language mentoring is proposed, a pedagogical model of the process under study is presented, and optimal approaches to organizing interaction between participants in the educational process are identified (language mentoring models: “teacher – student”, “student – trained peer”, “blended mentoring”).