TEACHING MIGRANT CHILDREN DIALOGIC COMMUNICATION IN A MULTICULTURAL PRIMARY SCHOOL
HE CURRENT PROBLEM OF THE TEACHING MIGRANT CHILDREN OF A PRIMARY SCHOOL AGE DIALOGIC COMMUNICATION IN RUSSIAN FOREIGN LANGUAGE IN A MULTICULTURAL LEARNING ENVIRONMENT WAS BROUGHT UP IN THE ARTICLE. THE AUTHOR HAS CONSIDERED THE THEORETICAL LINGUISTIC AND RHETORICAL, PSYCHOLOGICAL, PEDAGOGICAL AND METHODOLOGICAL FOUNDATIONS OF THE DIALOGIC COMMUNICATION TEACHING METHODS FOR MIGRANT CHILDREN. SCIENTIFIC FINDINGS LET THE AUTHOR TO REVEAL THE CONCEPTUAL PRINCIPLES METHODS OF TEACHING MIGRANT CHILDREN DIALOGIC COMMUNICATION IN RUSSIAN. FROM THE PERSPECTIVE OF THE COMPETENCE APPROACH, THE OBJECTIVES, CONTENT, FEATURES AND ESTIMATION OF DIALOGUE SPEECH OF PRIMARY SCHOOL CHILDREN IN EDUCATIONAL DIALOGUE HAVE BEEN SET AND DEFINED IN THE ARTICLE. THERE ARE ALSO HAVE BEEN DESCRIBED THE BASIC PRINCIPLES OF THE ORGANIZATION OF THE DIALOGUE TEACHING PROCESS FOR MIGRANT CHILDREN IN A MULTICULTURAL ENVIRONMENT. THE TRAINING PROGRAM AND WORKBOOK «LEARNING TO DIALOGUE» HAVE BEEN INCLUDED IN THE ARTICLE.