Due to the active migration processes, many modern schools teach migrant children who does not speak the language of the host country well. Such students need language adaptation. The study is aimed at constructing the purposes of teaching Russian to migrant children in primary school classes to ensure the forming a Russian-speaking component of a bilingual linguistic personality. At the first stage of the study, based on the content analysis of scientific literature and the Federal State Educational Standard for Higher Education, a selection of purposes for teaching children Russian / native / second language was made, and the main purposes were identified using synthesis and systematization. At the second stage, an observation method was used to determine how the identified purposes are reflected in education. This method allowed us to obtain information about the process of teaching Russian to migrant children in primary school. At the third stage, the method of the categorical-systemic methodology "The order of purposes" was used, which, combined with the results of the previous stages, made it possible to present a multicomponent relationship between the purposes, which became the basis for the systematization of the results and the creation of a scheme representing the purposes of teaching Russian to migrant children. The super purpose was the formation of the Russian-speaking component of the bilingual language personality, which is ensured by the language adaptation of students, which includes interpersonal linguistic, linguocultural, metasubject linguistic and psychological-linguistic adaptations. The results of the study expand the understanding of the process of teaching migrant children in a Russian school and can become the basis for developing the content of an additional course in Russian as a non-native language.