Abstract:

Russian universities have a wealth of experience in working with international students. The first foreign applicants appeared in Russian universities at the end of the 19th century, and later the educational system in Russia was actively developing.

After the Revolution of 1917, a system of free education in higher educational institutions of the country was adopted for anyone who reached the age of 16, regardless of citizenship. Thus, foreigners received the right to study for free at the country's universities, which attracted even more foreign students. After the end of the Second World War their started a new period of the construction of the soviet education, which became attractive to foreign students.

As a consequence before the educational system of Russia, the question of the need to search for approaches to solving the psychological and linguistic problems of adaptation of foreign students arose more and more. As one of the basic components of adaptation at several universities a preparatory faculties where foreign students could learn Russian before entering the main program were opened. For decades, the teaching staff at such departments and in the universities have developed unique methods that help to solve the psychological and linguistic problems of adaptation of foreign students.

An obvious trend in recent decades is the internationalization of education, which finds expression in international educational projects, cooperation between educational institutions and an increase in the number of foreign students. At the beginning of the 21st century, Russia finds itself at the forefront of countries fighting to attract foreign students, which poses more and more challenges to the country's educational system.

Based on their long-standing educational experience, Russian universities are developing special approaches to creating a comfortable progressive creative environment for foreign students. This work involves both officials working in the field of education and the teaching staff of universities, as well as various professional or volunteer organizations, such as, for example, departments for working with foreign students, student councils and student committees.
Recently, the system of supervision or patronage of foreign students, both by official representatives of universities and from various student organizations, has become more widespread.

Thus, foreign students, whose education at the initial stage is mainly focused on the study of the Russian language, culture, literature and history of Russia, gain knowledge not only «at the desk», but also extensively interacting with representatives of various universities, student organizations and volunteer circles.

In addition to solving the problem of the language barrier, this approach also contributes to a softer adaptation of students to study abroad, their integration into the student community, including the Russian-speaking community.

From the late 19th century to the present, Russia has been and remains an attractive place for foreign students, therefore the topic of their psychological and linguistic adaptation is becoming more and more important and relevant. The authors make an attempt to study and analyze approaches to solving psychological and linguistic problems that foreign students meet when studying in another country using the example of foreign students in Russia.

Keywords:

Education, foreign students, psychological and linguistic problems, adaptation, pedagogical support, language barriers.