KFU. Card publication. TEACHING A FOREIGN LANGUAGE IN THE CONTEXT OF INCLUSIVE EDUCATION IN RUSSIA

KAZAN
FEDERAL UNIVERSITY

- RUS
- 中文
- ES

TEACHING A FOREIGN LANGUAGE IN THE CONTEXT OF INCLUSIVE EDUCATION IN RUSSIA

Form of presentation

Conference proceedings in international journals and collections

Year of publication

2021

Язык

русский

Authors, employees of KFU

Abrosimova Galina Aleksandrovna, author

Asmolovskaya Mariya Vladimirovna, author

Galiullina Elmira Bilguzovna, author

Kondrateva Irina Germanovna, author

Sigal Natalya Germanovna, author

Shakhnina Irina Zinovevna, author

Bibliographic description in the original language

Sigal, N., Kondrateva, I., Abrosimova, G., Asmolovskaya, M., Galiullina, E., & Shakhnina, I. (2021). TEACHING A FOREIGN LANGUAGE IN THE CONTEXT OF INCLUSIVE EDUCATION IN RUSSIA. In ICERI2021 Proceedings (pp. 9935-9941). IATED. (WoS)

Annotation

ICERI2021 Proceedings

Keywords

inclusive education, teaching, foreign language, children with special educational needs, inclusive technologies.

The name of the journal

ICERI2021 Proceedings

URL

https://library.iated.org/view/SIGAL2021TEA

Please use this ID to quote from or refer to the card

https://repository.kpfu.ru/eng/?p_id=270017&p_lang=2

Full metadata record

Field DC	Value	Language
dc.contributor.author	Abrosimova Galina Aleksandrovna	ru_RU
dc.contributor.author	Asmolovskaya Mariya Vladimirovna	ru_RU
dc.contributor.author	Galiullina Elmira Bilguzovna	ru_RU
dc.contributor.author	Kondrateva Irina Germanovna	ru_RU
dc.contributor.author	Sigal Natalya Germanovna	ru_RU
dc.contributor.author	Shakhnina Irina Zinovevna	ru_RU
dc.date.accessioned	2021-01-01T00:00:00Z	ru_RU
dc.date.available	2021-01-01T00:00:00Z	ru_RU
dc.date.issued	2021	ru_RU
dc.identifier.citation	Sigal, N., Kondrateva, I., Abrosimova, G., Asmolovskaya, M., Galiullina, E., & Shakhnina, I. (2021). TEACHING A FOREIGN LANGUAGE IN THE CONTEXT OF INCLUSIVE EDUCATION IN RUSSIA. In ICERI2021 Proceedings (pp. 9935-9941). IATED. (WoS)	ru_RU
dc.identifier.uri	https://repository.kpfu.ru/eng/?p_id=270017&p_lang=2	ru_RU
dc.description.abstract	ICERI2021 Proceedings	ru_RU
dc.description.abstract	At present, inclusive education is the generally accepted paradigm of the modern education system in most parts of the world. Year by year, a growing number of children who have been marginalized for a long time, especially children with special educational needs (SEN), are included in the educational process along with their normally developing peers. However, experience shows that the inclusion of children with SEN is often carried out by means of transferring them physically to general education classes, and they are not provided with the necessary help and support. This issue is particularly acute for foreign language teachers due to the fact that only in recent decades, the problem of teaching a foreign language to children with SEN in an inclusive educational environment has become a matter of academic discussions, since this process was considered unreasonable until that time in most countries worldwide. At the same time, despite a significant number of academic papers devoted to the problems of inclusive education, there are especially relevant issues concerning informed choice and practical use of effective methods when teaching a foreign language which take into account the features of an inclusive educational environment. The article aims to identify and characterize the complex of modern methods for teaching a foreign language, contributing to the successful and complete inclusion and active participation of each child in the educational process. The academic novelty of the research is in the fact that the authors have developed and experimentally tested a pedagogical model of teaching a foreign language in an inclusive educational environment in School No.1 of the Republic of Tatarstan. The theoretical methods of analysis and generalization used in the study were based on the works of A.J. Artiles, N.N. Malofeev, H. McColl., A.A. Ortiz and others. During the research, the authors studied and conducted the comparative and contrastive analysis of foreign and Russian theoretical and empirical material on the topic of the research, as well as qualitative and quantitative comparative analysis of the research results and used pedagogical design. As a result, they came to the conclusion that a targeted and deliberately organized process of teaching a foreign language based on the introduction of a pedagogical model of teaching a foreign language in an inclusive educational environment, based on the use of a complex of identified modern methods, contributes to an increase in the effectiveness of the educational process, creates situations of permanent interactions between students and increases their motivation level. The practical implications of the research can be used by the administration of general educational organizations during the organization of inclusive education, by teachers of foreign languages who implement inclusive education.	ru_RU
dc.language.iso	ru	ru_RU
dc.subject	inclusive education	ru_RU
dc.subject	teaching	ru_RU
dc.subject	foreign language	ru_RU
dc.subject	children with special educational needs	ru_RU
dc.subject	inclusive technologies.	ru_RU
dc.title	TEACHING A FOREIGN LANGUAGE IN THE CONTEXT OF INCLUSIVE EDUCATION IN RUSSIA	ru_RU
dc.type	Conference proceedings in international journals and collections	ru_RU