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This article highlights the role of sociocultural competence in teaching Russian as a foreign language (RFL) for labor migrants. In recent years, the modern education system has undergone fast expansion, which is caused by both external and internal reasons: new students’ needs and interests, changing requirements of the society for learning activities results, social procurement and etc. One of the most basic reason that has made significant changes to the traditional academic model of teaching Russian as a foreign language is a social procurement program for labor migrants who come to work from the CIS countries. In order to work in Russia and interact with Russians, a labor migrant needs to integrate himself into the Russian communicative (linguistic and cultural) space. Integration of a foreign citizen in Russia is impossible without knowledge of the Russian language. Taking into consideration a well-known fact that language and culture are tightly connected, nobody can communicate without expressing his/her culture. Therefore, sociocultural competence is an ability to communicate in a language appropriately, situationally and culturally. It is the knowledge of history, traditions, customs, rules, beliefs and principles of a host society. Current research shows that in the past ten years, the majority of labor migrants arriving in Russia have a low ability to speak Russian or do not speak it at all. The situation is also compounded by lack of cultural awareness. In this regard there is a particular need for special training and updating of educational practices in order to facilitate a fair and effective migrant integration in Russian society. The aim of the article is to find out to what extent sociocultural aspect is incorporated in modern RFL teaching system for labor migrants, as well as to suggest possible ways to improve this insufficiency.

CONTRIBUTING TO THE SOCIOCULTURAL ADAPTATION OF MIGRANTS THROUGH POSITIVE INTERACTIONS AT RUSSIAN LANGUAGE CLASSES