Methodological convergence in teaching bilingual children with speech disorders
https://doi.org/10.26907/2541-7738.2025.4.106-117
Abstract
This article presents the results of a study on the speech development in bilingual children who graduated from a Russian elementary school. A group of bilingual children with limited proficiency in Russian, despite having completed four years of elementary education, was identified. Their errors in speaking and writing were analyzed, and the findings revealed difficulties with mastering Russian as a foreign language, along with speech disorders. Importantly, the problem of sequencing speech therapy (intervention in speech disorders) for such children with language instruction (teaching Russian as a foreign language) still lacks clear methodological support. One possible solution, which lies in the methodological convergence of speech therapy and philological tools at all stages of children’s language skills development, was proposed.
About the Authors
M. N. Rusetskaya
Moscow City University
Russian Federation
Russian Federation
Margarita N. Rusetskaya, Dr. Sci. (Pedagogy), Full Professor, Department of Socio-Psychological Technologies and Correctional and Developmental Techniques, Institute of Psychology and Comprehensive Rehabilitation
N. I. Nikolskaya
Moscow City University
Russian Federation
Russian Federation
Natalia I. Nikolskaya, Applicant, Department of Socio-Psychological Technologies and Correctional and Developmental Techniques, Institute of Psychology and Comprehensive Rehabilitation
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Review
For citations:
Rusetskaya M.N., Nikolskaya N.I. Methodological convergence in teaching bilingual children with speech disorders. Kazan Journal of Historical, Linguistic, and Legal Research. 2025;167(4):106-117. (In Russ.) https://doi.org/10.26907/2541-7738.2025.4.106-117
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