Дети мигрантов в школах Томска и Иркутска: проблемы адаптации и меры включения в школьное пространство
The article explores the problems faced by Russian school as they begin to enroll migrant children, as well as the strategies chosen by local authorities, school administrators and teachers as they work with this category of pupils. The article also outlines the reasons why “migrant schools” and, in some cases, “migrant” classes in appear in these cities. The study was on which our analysis is based was conducted in several schools in Tomsk and Irkutsk in 2018-2019. The main problem that teachers face is the limited proficiency in Russian of some students. Even though there are usually only a few such students in any given classes, the lack of adaptation programs and Russian language lessons for foreigners forces teachers to rely on their own devices to help these children to adapt. In Tomsk, local authorities adapted a program for children with special needs to include migrant children. In other cases, schools or teachers try to involve local diasporas in organizing Russian language lessons for children of foreigners. Most of all, though, school administrators and teachers count on help from the parents of the children of migrants themselves. They believe that it is the parents who should provide children with additional classes and help them to adapt to school life. The bottom-line is that teachers have neither time, nor tools to work with this category of children. Unfortunately, the problems associated with the children of migrants are generally passed over in discussion both in schools and at the regional level. Assistance from the government in terms of in working with migrant children would facilitate a more comfortable working conditions for both teachers and students.