The study is devoted to the consideration of the possibilities of taking cognitive styles into account when teaching a foreign language to representatives of different cultures. In modern foreign teaching practice, the cognitive style is a fundamental variable of individual differences in the degree of mastery of the material, as well as in the degree of adequate understanding of the teacher's explanations. The study aims to analyze the process of the cognitive functioning of an individual in connection with their behavior and subsequent changes in a certain situation and identify cognitive styles that are directly related to the expression of individual character traits and their relationship with all human properties. As the main method, the authors of the work use an integrated approach that combines the method of psychological observation, cognitive-centered and educational-centered, the questionnaire method, and other empirical methods, using appropriate models and necessary research tools. The results of the study based on the experiment carried out by the authors among foreign students reveal a set of basic cognitive styles with clearly defined characteristics. Knowledge of this system will allow teachers to increase the effectiveness of the learning process and show the most effective methods for introducing and presenting new material in the classroom. The cognitive style allows students from different cultures to be classified according to their preferred way of receiving information (perception or intuitive perception) and their preferred way of processing information and then making decisions (thinking or feeling).

The study is devoted to the consideration of the possibilities of taking cognitive styles into account when teaching a foreign language to representatives of different cultures. In modern foreign teaching practice, the cognitive style is a fundamental variable of individual differences in the degree of mastery of the material, as well as in the degree of adequate understanding of the teacher’s explanations. The study aims to analyze the process of the cognitive functioning of an individual in connection with their behavior and subsequent changes in a certain situation and identify cognitive styles that are directly related to the expression of individual character traits and their relationship with all human properties. As the main method, the authors of the work use an integrated approach that combines the method of psychological observation, cognitive-centered and educational-centered, the questionnaire method, and other empirical methods, using appropriate models and necessary research tools. The results of the study based on the experiment carried out by the authors among foreign students reveal a set of basic cognitive styles with clearly defined characteristics. Knowledge of this system will allow teachers to increase the effectiveness of the learning process and show the most effective methods for introducing and presenting new material in the classroom. The cognitive style allows students from different cultures to be classified according to their preferred way of receiving information (perception or intuitive perception) and their preferred way of processing information and then making decisions (thinking or feeling).

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Current problems of education of migrant children in contemporary Russian schools are described in this article. The value of this article is that the author gives practical recommendations for improving the quality of education of migrant children in teaching Russian language for nonnative speakers considering new Federal and State educational standards requirements.

M.M. Speransky is a famous Russian public and political figure. However, his activities were not limited to political issues. His pedagogical activity is studied poorly. The basic principles of the younger generation upbringing were laid during the seminar period, which coincided in time with the pedagogical activity by M. Speransky. The success of Speransky’s pedagogical system is evidenced by the fact that he was invited as an educator to the royal family. The basic principles of Speransky's pedagogy were the following ones: the authority of a teacher, but the lack of authoritarianism, the interaction with a student in the search for the right educational solutions, the attachment to the students and responsibility for them.