I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

mediation, mediation strategies, vocabulary, Russian as a Foreign Language, linguacultural approach, bilingualism, heritage speakers

This article explores mediation strategies as a tool for teaching Russian as a Foreign Language to bilingual children (heritage speakers) who have returned to Russia from Germany. The growing migration processes and the need to develop methodological tools for working with learners whose lingual consciousness has already been formed in a different linguistic culture determine the relevance of the study. The methodological basis of the study is the linguocultural approach; the material is provided by the entries of the linguocultural dictionary “Russia”, created at the Pushkin State Russian Language Institute. Mediation is understood, in accordance with the updated CEFR, as linguistic cognitive mediation. Using the “Russia” dictionary of linguistic and cultural studies, the author illustrates six mediation strategies: historical-cultural annotation and contextualization, intercultural comparison, multimodal perception, dialogic immersion, communicative-pragmatic application, and metacultural reflection. The paper presents two practical applications of these strategies, using the dictionary entries “Bereza” (birch) and “Otchestvo” (patronymic name), reflecting situations of the presence and absence of a cultural analogue in the German-language worldview. The author concludes that working with such students requires a focus not so much on teaching Russian as such, but rather on supporting and enriching their already formed bilingual consciousness through introduction to the Russian linguistic culture.

Derevyanchenko, Elena Anatolyevna – Candidate of Pedagogics, Associate Professor, Head of the Department of German and Intercultural Communication, Omsk State Pedagogical University, Omsk, Russia, https://orcid.org/0009-0005-7868-7222, barlen@yandex.ru