Russian language testing for students with a migration history (to the setting of the problem)

In general educational institutions of the Russian Federation for children with a migration history, the Russian language acts as a means of communication and education. In this regard, the question arises of the need to assess the level of proficiency in the Russian language for such a category of students. The approximate version of testing foreign citizens for knowledge of the Russian language, developed in 2025 by the Ministry of Education of the Russian Federation, is still being tested. The proposed diagnostic materials do not sufficiently take into account the meta-subject and regional components. This served as the basis for the development of linguodidactic testing as a diagnostic tool for language, speech and sociocultural competencies in children with a migration history entering schools in the Altai Territory. The content of the tests includes lexico-grammatical material and material that checks the proficiency of all types of speech activities. The proposed KIMs are focused on determining the level of proficiency in Russian among students with a migration history of grades 7‒8. The choice of the age category is due to the fact that the tested are studying different subjects for several years. It seems significant from a lingvodidactic point of view to check the formation of language skills and the level of language competence for grades 5‒6 in order to understand what problems the literature teacher has to work with and what methodological techniques should be applied in practice. When developing the tests, methods were used: analysis of scientific and methodological literature on the problem of adaptation and lingvodidactic testing of inophones, comparative analysis of existing diagnostic systems. The significance of the proposed diagnosis lies in the fact that it relies on linguistic and cultural principles, as well as on continuity in the study of subject topics. In the future, it is planned to test KIMs in schools in the Altai Territory, which will analyze the level of formation of language and speech skills among students with a migration history, identify problem areas and choose a methodically competent way to solve them, as well as objectively assess the effectiveness of the proposed diagnostic tools themselves. Research prospects are seen in the creation of unified KIMs in the Russian language for foreign phones entering schools in the Altai Territory.