Возможности адаптации детей мигрантов в школах Москвы и Подмосковья
The paper presents the results of a study of adaptation of migrant children in schools in Moscow and the Moscow region. We analyze the obstacles that migrant families face when enrolling a child in school and situations they deal with in schools with “socially challenging environment”. We argue that in the eyes of teachers the ethnic origins of children are more important than their citizenship for defining what a “migrant student” is. Both the migrant children themselves and their teachers consider the students’ low proficiency in Russian to be the key obstacle for their adaptation during their first year at school. The lack of classes of Russian as a foreign language, as well as of special training for teachers working in an ethnically diverse classroom also hamper assimilation. Given the significant inflows of migrant children, some schools currently experience changes in the school space. Extracurricular activities become more diverse and often ethnically oriented. Ethnicization of school space is an extension of ethnicization of the urban environment.