@article {515,
	title = {DIALOGUE WITH THE TEXT ON THE LESSONS IN RUSSIAN LANGUAGE AND LITERATURE IN THE DIASPORA},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {137-150},
	abstract = {This article is devoted to strategy named "dialogue with the text" for development of text and culturological knowledge and abilities of pupils of schools of the ethnic minorities of Latvia.
 Formulating the problem of research, authors focus attention on the reasons of difficulties which are experienced by pupils of diaspora perceiving the implied levels of the text. The authors of article emphasize, that necessity of the decision of this problem is caused first of all by an insufficient level of a Russian cultural knowledge and a culturological lexicon. Russian pupils lived in Latvia don{\textquoteright}t know the realities and values of the Russian culture.
 The authors researched the problem in real educational process. The methodology of research is based on strategy {\textquotedblleft}dialogue with the text". The authors of paper have analysed the reasons why this strategy effectively {\textquotedblleft}works{\textquotedblright} in the described pedagogical conditions. In the center of the authors attention are the didactic methods and receptions which promote to form the textual competence of pupils.As an illustration authors give detailed description of their own experiment.
 In the article authors tell about diagnostics of text and culturological knowledge and abilities of pupils. This diagnostics includes questioning, group research and the standardized composition. The main results of the diagnostics are given in tables and in description of speech behavior of the pupils.
 In the final part of the article the authors draws the reader{\textquoteright}s attention to the the analysis of the actual points of view in modern pedagogics on the problem of reading.
 In conclusion authors point out that productive text activity allows to expand a culturological outlook of diaspora pupils, and also purposefully and successfully to improve dialogue, communicative and textual abilities of the pupils. Besides the authors of the article emphasize the integrative role of text activity of the pupils wich promotes education humanitarization.},
	keywords = {pupils of schools of the ethnic minorities, strategy, text and culturological abilities},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.137},
	url = {http://oaji.net/articles/2014/457-1419413081.pdf},
	author = {Margarita  Gavrilina and Oksana Filina}
}
@article {554,
	title = {CROSS-CULTURAL DIALOGUE AT LESSONS OF RUSSIAN LANGUAGE AT SCHOOLS PROVIDING GENERAL EDUCATION OF LATVIA},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {123-132},
	abstract = {This article is devoted to the possibilities of usage lingvoculturology experience in the process of teaching mother tongue (Russian) in the conditions of diaspora, and in Russian language textbooks for the pupils of national minority schools of Latvia. These textbooks were developed by the author of the article.
 In the introduction, the author proves the necessity of the development of cross-cultural skills of pupils in the process of their mother tongue studies, analyses the problems in cross-cultural capacity of school-leavers. 
 In the second part of the article, the author describes the intra-cultural and cross-cultural dialogues, which are actualized in the contents of educational course {\textquotedblleft}Russian language{\textquotedblright} and in the textbooks of Russian (the necessity and didactic possibilities of development for diaspora pupils the ability to create a dialogue with facts and values of their own culture and other peoples{\textquoteright} cultures).
 The focus of author{\textquoteright}s attention is the development of cross-cultural competence of students with the help of using cross-cultural tasks as a special type of educational exercises. The author describes the principles taken as a cross-cultural task-forming basis, and cross-cultural task types:
- cross-cultural tasks aimed at the development of pupils{\textquoteright} cultural tolerance;
- cross-cultural tasks aimed at the development of pupils{\textquoteright} cultural mutual understanding;
- cross-cultural tasks aimed at the development of pupils{\textquoteright} cultural unity.
 The author describes the didactic possibilities of the use of cross-cultural tasks at the lessons of Russian.
 In the conclusion, the author highlights that the experience, which has been gained in the process of using cross-cultural tasks at the lessons of Russian, allows
 - to expand the culturological outlook of diaspora students,
 - to teach students to notice likenesses and distinctions between speech behavior of different cultures representatives and deal with them,
- to teach students to think in a comparative aspect, to determine lacunae in their own knowledge, to escape stereotypes, to be able to take the position of an interlocutor {\textendash} the representative of another culture, to evaluate the world from position of their value orientations;
 - to improve purposefully and successfully not only cross-cultural skills of students but also their communicative, language and educational abilities.},
	keywords = {cross-cultural dialogue, cross-cultural task, sociocultural competence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.123},
	url = {https://oaji.net/articles/2014/457-1405180352.pdf},
	author = {Margarita  Gavrilina}
}
@article {349,
	title = {TO THE QUESTION ON CREATION OF RUSSIAN AND LITERATURES TEXTBOOKS IN DIASPORA},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {167-176},
	abstract = {This article is devoted to the creation and practical use of the Russian language and literature textbooks for the pupils from schools of national minorities in Latvia. These textbooks are developed by authors of the article. 
In introduction authors prove necessity of working Latvian textbooks out, which could be addressed to the diaspora pupils. 
In the first part of article authors analyze real problems, which have both teachers - in the process of teaching mother language and literature and pupils, which study the native language and literature at the circumstances of diaspora. 
In the second part of the article authors describe the principles, taken as a textbooks forming basis, which can be useful in solving the problems mentioned: 
- principle of dialogue of languages and cultures, which helps to promote the understanding of language and cultural variety of the world in pupils; 
- communicative principle, which supposes the active pupil{\textquoteright}s position during the study process; development of abilities to make an interpersonal dialogue to successfully participate in (including {\textendash} dialogue with the culture text); considering perception of culture texts as active dialogue with their authors; 
- principle of integrative approach (by the meaning of integration the coordination of skills, knowledge and representation in pupils is understood; these abilities could be developed in pupils during the study of language and literature);
 - principle of the educational content{\textquoteright}s integrity and variability. 
In the conclusion authors pay attention that the experience, which has been gained in the process of textbooks long-term approbation, allows to expand a culturological outlook of diaspora pupils, and also to purposefully and successfully improve dialogue, communicative, language and educational abilities in pupils.
},
	keywords = {educational abilities, national minorities, Russian language},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916467.pdf},
	author = {Margarita  Gavrilina and Oksana Filina}
}
