Proceedings of the International scientific and practical conference ―Science in the Era of Globalization‖ (May 22-24, 2026) / Publisher website: www.naukainfo.com. - Zurich, Switzerland, 2026. - 353 p.

190 Ignoring non-systemic orthological errors: if a student produces an utterance with significant violations of grammatical, syntactic, or phonetic norms, but the communicative intention is successfully realized (the meaning is deciphered), the teacher records and verbally rewards the communicative act itself. Correction of grammatical form is accomplished latently—through the teacher's echoing of the child's utterance in the standard version (e.g., Child: "I went to school yesterday." Teacher: "Yes, great, you went to school yesterday"). Strict quantization (dosing) of linguistic load: implementation of the principle of step minimization. Initial requirements are limited to the ability to reproduce three key words or basic etiquette request phrases, followed by a gradual increase in the complexity of syntactic constructions [10]. Practical Recommendations To minimize the risks of maladjustment, marginalization, and academic segregation of students, a decisive shift from "spontaneous assimilation" strategies to managed inclusion models is necessary. This requires the implementation of the following set of measures: Optimization and mutual coordination of school schedules for children continuing distance learning, at the level of intergovernmental agreements between the Ministry of Education and Science of Ukraine and the ministries of host European countries. Radical expansion and funding of the staff of intercultural and bilingual assistants in European schools in order to reduce their regulatory workload. Widespread implementation of gamified, project-based, and contextual approaches to language teaching, based on students' personal interests, digital subcultures, and hobbies. Prospects for Further Research Long-term research directions include the initiation of large-scale longitudinal studies aimed at assessing the delayed impact of the "dual school" situation on children's cognitive development and mental health. A detailed comparative analysis of the effectiveness of integration models in various European macroregions (e.g.,