Keyword: «language barrier»

This article discusses the techniques of teaching dialogic speech in a foreign language classroom. The article analyzes various communicative exercises that promote the development of dialogic speech, such as roleplaying in real life situations, including nonverbal communication. The ability to use the target language for communication is an important aspect in foreign language education, so the purpose of this article is to study the role of communicative exercises in dialogic speech.

Topical problems associated with teaching mathematics to foreign military personnel, practical ways to overcome the language barrier and adapt foreign cadets are considered.

The development of communicative competence is the main aim in teaching of a foreign language. However, in the process of learning a foreign language, there is a problem associated with the «language barrier». The article defines the concept of «language barrier». The role of the «language barrier» and the mechanisms contributing to its occurrence are investigated. Three groups of communication barriers are identified: linguistic; psychological; linguo-psychological. Types of communication barriers are considered. Detailed explanations of the origin of communication barriers are given. The ways of eliminating the «language barrier» among students are presented.

The features of teaching mathematics to foreign military personnel and practical ways to overcome the language barrier, differences in the organization of training and adaptation of foreign cadets in a new language environment are considered. Methodological techniques and examples of their use in the study and consolidation of new educational material in the section «Discrete Mathematics» are given, which contribute to increasing the level of learning efficiency, developing and maintaining interest in mathematics, and mastering special mathematical terminology.

The article presents current problems concerning the adaptation process of migrant children in a Russian educational school, and related both to the contradiction of the value orientations of non-ethnic schoolchildren and the host society, and to the language barrier preventing a child of another nationality from successfully entering a new socio-cultural environment. The author analyzes the consequences of the lack of preparedness of educational institutions to work with migrant students and examines the fundamental differences in the conditions of adaptation in urban and rural schools. Attention is drawn to the connecting role of a social educator who coordinates the activities of all subjects of the pedagogical process in solving the problem of adaptation of a migrant child. The difficulties of integration and socialization of schoolchildren that arose during the COVID-19 pandemic are shown.