ADAPTATION CLASSES AS AN INSTITUTIONAL MODEL FOR PREVENTING DEVIANT BEHAVIOR IN CHILDREN FROM FAMILIES WITH A MIGRATION HISTORY: LINGUODIDACTIC AND PSYCHOLOGICAL-PEDAGOGICAL ASPECTS

Abstract

The article examines the evolution of approaches to the adaptation of minor foreign citizens in the Russian Federation. It substantiates the need to transition from disparate pedagogical practices to an institutional model of adaptation classes, which can serve as a tool for preventing deviant behavior among migrant children. The article highlights two key aspects of the functioning of such classes: linguodidactic (overcoming the language barrier as a major factor in maladaptation) and psychological and pedagogical (compensating for cultural shock and frustration, and fostering positive identity). This issue is particularly relevant from the perspective of migration linguistics, which studies, among other things, the linguistic mechanisms of linguistic tolerance and linguistic conflict. Migrant children are one of the main categories of the migration concept sphere. Based on the analysis of regional practices and scientific research, it has been shown that the systematic work of adaptation classes, which integrates intensive Russian language training, psychological and pedagogical support, and involvement in the culture of the host community, directly correlates with a decrease in the risks of social isolation, conflict, and deviant behavior.