Abstract:

The study of the population linguocultural literacy is an important and relevant problem for modern society, since knowledge of precedent texts, common terminology, cultural stereotypes, etc. is required to enter the linguistic environment of modern society. For example, one of the key directions of the state program of the Russian Federation "The Education Development" approved by the Government of the Russian Federation dated December 26, 2017 No. 1642, is "the upbringing of a harmoniously developed and socially responsible individual on the basis of spiritual and moral values of the peoples of the Russian Federation, historical, national and cultural traditions ”. However, we see that today there is a number of unresolved issues related to working with children of migrants, not only in the sphere of legislation, migration policy, health care, but also in the field of education which ultimately can lead to various social shocks.
The complexity of working with this age and social group (especially senior classes) is due to a number of reasons:
1) a significant part of migrant students communicate in their family in their native language since the parents of these children were born in the former Soviet Union, when knowledge of the Russian language was not required;
2) the multicultural environment of Chelyabinsk region creates unique conditions for the "mixing" of national languages and cultures, which creates certain difficulties in communication, because both teachers and students do not possess this common linguocultural basis of communication, the result of which may be a lack of understanding of the reasons for certain verbal and non-verbal reactions;
3) despite the fact that attempts are being made to create methodological complexes and developments for teaching the Russian language to children of migrants, this work is still far from complete and without taking into account the component of linguistic and cultural literacy it can hardly be completed;
4) there is no centralized system of teaching migrant children based on common approaches, principles and methods.
To this date according to the Ministry of Education and Science of the Chelyabinsk Region there are 142 schools where more than 2,500 migrant children of different ages and with different levels of Russian language proficiency study. Accordingly, the share of Russian speakers as a non-native language in the student class is quite high and can reach 5-10%.The most difficult group is represented by children of senior school age (graduates), who often come to the graduation class without knowing the Russian language. We believe that in these conditions, the study of the linguocultural component can regulate, systematize educational work with migrant children and function as the basis for their successful socialization. In this sense, the uniqueness of the Chelyabinsk region as a region with a historically developed multicultural social environment creates the necessary basis for conducting such a full-scale fundamental research that will reveal the image of a citizen of Russia in the national linguistic consciousness, decompose it into linguocultural components, and analyze the presence of these components in the linguistic consciousness of migrant children.

Acknowledgement:
«The research was supported by the grants the Russian Science Foundation № 22-28-20238, https://rscf.ru/project/22-28-20238/»

Keywords:

Native speaker, linguistic consciousness, linguocultural literacy, linguocultural minimum, linguocultural component, sociocultural adaptation.