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OVERCOMING COMMUNICATIVE DIFFICULTIES WHILE TEACHING PRIMARY SCHOOLERS WITH SPECIAL NEEDS TO A FOREIGN LANGUAGE // Tomsk State Pedagogical University Bulletin. 2017. Issue 4 (181). P. 45-48

The article deals with the question of communicative difficulties arising while a foreign language training of primary schoolers with special needs. One of the main objectives of foreign language learning is communicative skills training and development. In consequence of cognitive disorder children with disabilities encounter serious obstacles in communicative and play activities. The article describes communicative difficulties as barriers that destroy effective and comfortable socialization and interaction between interlocutors in foreign language. It indicates the groups of communicative problems and characterizes physiological and psychological reasons of communicative obstacles. The research shows, that children with disabilities are under constant stress. The article presents recommendations on how to overcome the given problems. Therefore, the authors emphasize the necessity of lessening the influence of psychophysical disorders, the significance of motivational aspect, and demonstrate possible activities, tasks that encourage pupils in studying a foreign language. The article defines a foreign language learning at the initial stage as a tool for children development, and offers to integrate natural inherent process of a pupil with the learning one. The described in the article results of the research can be used during the educational process by teachers of foreign languages, education psychologists, counselors, class teachers. Particularly the results may help teachers to develop individual educational course of foreign language learning.

Keywords: foreign language learning, primary school age students, special needs, communicative difficulties, mainstreaming

PECULIARITIES OF THE INTERACTION OF PRIMARY LEARNERS WITH VARIOUS EDUCATIONAL NEEDS WHILE A FOREIGN LANGUAGE LEARNING // Tomsk State Pedagogical University Bulletin. 2019. Issue 8 (205). P. 14-20

Introduction. The research deals with the question of educational interaction of children with various educational needs while a foreign language learning. Aim and objectives. The aim of the research is to reveal the peculiarities of the interaction of children with various educational needs. Material and research methods. The author characterizes each group of children with various educational needs: standard learners, children with disabilities, gifted schoolers, non-native speaker learners. The research shows that children of any category encounter with difficulties within educational process. The author gives analyses of different educational situations of interaction and cooperation of schoolers of various needs. Therefore, on English lesson children are divided into several groups. A group may consist of only standard learners or of a standard learner and a child with disabilities or any other schooler of other category. The teacher monitors peculiarities of any sort of interaction, pays attention to each detail. Results and discussion. Analyzing all the educational situations and different ways of cooperation and co-work of children with various needs, taking into consideration the difficulties schoolers may come across with, the author defines three categories of children interaction: effective (when all the interlocuters are emotionally involved in the process of communication, when a given task is fulfilled), neutral (when a given task is fulfilled, although emotional contact is not established), undesirable (when one or both participants do not interact, do not communicate at all; a given task is not fulfilled). Conclusion. The research defines the peculiarities of the interaction of children with various educational needs. The comprehension of the peculiarities encourages teachers to organize the educational process in the way all the learners are able to cooperate with each other and get higher educational results. The described in the article may be useful and helpful for foreign language teachers and teachers who work with children with various educational needs.

Keywords: educational communication, primary learners, foreign language learning, educational needs, learners with disabilities, non-native speaker learner, gifted

Possibilities of forming methodological knowledge when integrating the subjects “Geography” and “Foreign Language” // Tomsk State Pedagogical University Bulletin. 2025. Issue 5 (241). P. 97-109

Methodological knowledge is considered as the basis of natural-scientific literacy of schoolchildren. It is shown that in the process of mastering methodological knowledge, schoolchildren develop cognitive and communicative universal learning activities and skills of natural-scientific literacy. An analysis of the sections “Content of training” and “Thematic planning” of the Federal Work Program of basic general education in geography (grades 5–6) and in a foreign language (English) was carried out in order to identify the content that allows for the formation of methodological knowledge as the basis of natural-scientific literacy of schoolchildren, determining the possibilities of simultaneous formation of the skill of natural-scientific literacy “to recognize, use, create explanatory models and ideas” and communicative skills. The article provides a didactic rationale for a series of tasks aimed at developing the skills mentioned above which is related to the competence of “scientific explanation of phenomena”. An example of one of the tasks developed by the authors for the 5th grade students is given. The subtasks are composed in such a way that the presented information has a single thematic line in both subject areas (English and geography). While completing subtask 2/4, students build diagrams (graphic models). In subtask 4/4, students are asked to develop an algorithm (as a model of actions) that reveals the sequence of steps that environmentalists must take in order to solve a specific problem. It is concluded that the integration of the elements of the content of the Federal Work Program in geography and in a foreign language has significant potential for the formation of methodological knowledge as the basis for students’ natural science literacy.

Keywords: natural science literacy, methodological knowledge, communicative skills, natural science literacy skills, Federal work program of the basic general education in a foreign language (English language), Federal work program of the basic general education in Geography, educational communication, integrated class