Інклюзивне навчання іноземної мови та його особливості в умовах дистанційного формату
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Дата
2021
Назва журналу
Номер ISSN
Назва тому
Видавець
РВВ ЦДПУ ім. В. Винниченка
Анотація
(ua) У статті охарактеризовано особливості навчання іноземної мови школярів з особливими освітніми потребами в умовах дистанційної освіти. Висвітлено дані опитування батьків дітей з особливими освітніми потребами стосовно особливостей дистанційного навчання та вивченні іноземної мови. Наголошено на необхідності формування інклюзивної компетентності майбутніх учителів іноземної мови середньої школи як складової їхньої професійної компетентності. Описано критерії інклюзивного заняття з іноземної мови.
(en) The article describes the features of teaching a foreign language to pupils with special educational needs in the context of distance education. The data of the survey of parents of children with special educational needs on the features of distance learning and learning a foreign language are highlighted. The need to form inclusive competence of future secondary school foreign language teachers as a omponent of their professional competence is emphasized. The criteria for an inclusive foreign language lesson are described. Achieving the goal of scientific research involves solving the following tasks: 1) to justify the need for the formation of inclusive competence of a foreign language teacher in high school; 2) to characterize aspects of readiness for distance learning; 3) to formulate the general principles of the organization of educational process in the context of inclusive teaching of a foreign language in high school in the conditions of distance learning. Well-structured foreign language lessons, which are based on the criteria of proper teaching and the principles of modern foreign language didactics, provide opportunities to respond to the individual needs of students in very different learning situations. Teachers must have the courage to move away from the «teaching pages» approach, in pure textbook teaching. To do this, they need further education and training and external conditions conducive to such training. Given the above principles of inclusive education, such a process allows for effective support and supported learning in the context of distance education of students with special educational needs.
(en) The article describes the features of teaching a foreign language to pupils with special educational needs in the context of distance education. The data of the survey of parents of children with special educational needs on the features of distance learning and learning a foreign language are highlighted. The need to form inclusive competence of future secondary school foreign language teachers as a omponent of their professional competence is emphasized. The criteria for an inclusive foreign language lesson are described. Achieving the goal of scientific research involves solving the following tasks: 1) to justify the need for the formation of inclusive competence of a foreign language teacher in high school; 2) to characterize aspects of readiness for distance learning; 3) to formulate the general principles of the organization of educational process in the context of inclusive teaching of a foreign language in high school in the conditions of distance learning. Well-structured foreign language lessons, which are based on the criteria of proper teaching and the principles of modern foreign language didactics, provide opportunities to respond to the individual needs of students in very different learning situations. Teachers must have the courage to move away from the «teaching pages» approach, in pure textbook teaching. To do this, they need further education and training and external conditions conducive to such training. Given the above principles of inclusive education, such a process allows for effective support and supported learning in the context of distance education of students with special educational needs.
Опис
Ключові слова
навчання іноземної мови, іншомовна комунікативна компетентність, діти з особливими освітніми потребами, інклюзивна компетентність вчителя іноземної мови, середня школа, foreign language teaching, foreign language communicative competence, children with special educational needs, inclusive competence of a foreign language teacher, secondary school
Бібліографічний опис
Степаненко А. В. Інклюзивне навчання іноземної мови та його особливості в умовах дистанційного формату / Алла Вячеславівна Степаненко // Наукові записки ЦДПУ. Серія: Філологічні науки = Research Bulletin. Series: Philological Sciences / ред. кол.: В. Ф. Черкасов [та ін.]. – Кропивницький : РВВ ЦДПУ ім. В. Винниченка, 2021. – Вип. 192. – С. 219-224.