In this article, the authors begin by outlining the basic principles of teaching children-migrants at the elementary school level. These principles include: (1) Learning Russian is focused on the development of children's ability to communicate; (2) Language is learned by migrant children as a mean of communication; (3) Students can see the practical application of the target language; (4) Children learn Russian as a foreign language not only as a communication tool, but also as a means of initiation to another culture; (5) Children-migrants acquire the language consciously, and not on the basis of imitation; (6) Given the specifics of the native language is a foreign language; (7) Differentiated and integrated approaches in teaching the younger students the Russian language in national schools; and (8) An individual approach in conditions of collective forms of learning. The goals of this research are to: (1) study the work on the theory and history of Russian language, pedagogy, psychology, theory and methodology of teaching the Russian language, of direct relevance to the research problem; (2) theoretically justify the study of the Russian language of students-migrants in elementary school; (3) develop a system work on the use of various forms of education of migrant children at Russian lessons in an elementary school; and (4) experimentally validate the effectiveness of training on the developed system to generalize the results of the experiment and draw up methodological recommendations on the use of various forms of teaching the Russian language non-Russian students in the elementary school. [Note: The abstract shown on the PDF does not match the content of the article. Another abstract has been created to reflect the article content.]