Keyword: «comprehensive approach»

In a multilingual educational environment, the development of effective methods and technologies for teaching Russian as a foreign language is particularly relevant. Group mentoring technology is one of the innovative pedagogical practices that can significantly improve the quality of education and help overcome the language barrier. The aim of the article is to study and justify the effectiveness of group mentoring technology as part of a comprehensive approach to teaching Russian as a foreign language (RFL). The primary method of research was an experiment conducted at the Preparatory Faculty of the Ural State University of Economics (USUE), where this technology was implemented. The experiment involved foreign students with varying levels of proficiency in Russian (A1 and B1). The methodology included diagnosing language proficiency before and after the experiment, observing the dynamics of language activity, and surveying students to determine their attitudes towards group mentoring methods. The main results of the study showed that the use of group mentoring technology ensures a higher level of language success, adaptation, and motivation among foreign students. The group consisting of mentors and mentees showed better results in all testing categories (grammar, vocabulary, speaking, writing) compared to the group trained with the use of traditional methods. Moreover, the mentoring group demonstrated a higher degree of overcoming the language barrier when communicating with Russian-speaking people and greater satisfaction with the learning process. The theoretical significance of the article lies in clarifying the concept of group mentoring as a pedagogical technology within the context of the comprehensive approach to teaching RFL. The practical significance of the research is in the fact that the results can be used to further improve curriculum programs for foreign students and to develop methodological recommendations for other educational institutions to ensure effective language and sociocultural adaptation in Russia.

The article examines contemporary methods and techniques for correcting speech and non-speech disorders in older preschool children with dysarthria. Special attention is paid to the comprehensive approach, which encompasses speech therapy, development of articulatory and gross motor skills, correction of breathing and voice formation, as well as game-based and psychological support. Examples of effective exercises and techniques are presented, enabling normalization of muscle tone, improvement of coordination, and stimulation of speech activity. The significance of collaboration among specialists (speech therapist, defectologist, psychologist, neurologist) and parents is emphasized, ensuring more successful elimination of dysarthric manifestations and readiness for school education. The material builds on the results of Russian research and practice in the field of speech therapy and outlines the prospects for introducing innovative digital resources into the correction process.