Актуальні проблеми навчання школярів другої іноземної мови в інклюзивному освітньому середовищі

Abstract

(uk) У статті здійснено аналіз актуальних проблем навчання дітей другої іноземної мови в інклюзивному освітньому середовищі. Зазначено сутність і зміст понять «інклюзія» та «інтеграція», обґрунтовано важливі чинники ефективної реалізації інклюзивної освіти, зокрема, навчання німецької мови як другої учнів із різним рівнем психофізичного розвитку в умовах інклюзивного освітнього середовища.

(en) The article analyzes the actual problems of teaching children of the second foreign language in the inclusive educational environment. The essence and content of the concepts of "inclusion" and "integration" are stated, the factors of effective implementation of inclusive education are substantiated, in particular, teaching of the German language as the second language for pupils with different levels of psychophysical development under the conditions of the inclusive educational environment. It should be noted that mastering a foreign language is worth attention and should become an instrument of intercultural communication, a tool for the development of general and professional competences. Under such conditions, the introduction of an inclusive form of learning in secondary schools involves the consolidation of the efforts of specialists, parents, scientists in the organization of medical-psychological and pedagogical support for pupils with mental and physical disorders, and the formation of a specialist’s team for the support of pupils with special educational needs. A significant role belongs to each of the subject teachers in the multidisciplinary support team, in particular to the teachers of philology disciplines (mother tongue, foreign languages), since speech development is of dominant importance at the same time, and the formation of the speech competences of the pupils forms the foundation and creates the potential for further successful learning, development and socialization. Among philology disciplines, German as a second language isoften taught from the 5th grade and its learning has a number of advantages and peculiarities, because it is based on the mother tongue language, studied after the first foreign language – English. The place of the German teacher as the second foreign language in the multidisciplinary team of pedagogical support is quite significant for the comprehensive and systematic implementation of mastering the program material, the formation of speech, communication, socio-cultural and other competences from the German language in the pupils in the inclusive educational environment. Under the conditions of inclusive education, a number of tasks are faced by the teacher, among which there is thorough preliminary study of the problems, a modification and adaptation of the educational material and step-by-step implementation in the teaching process. Effectiveness of educational, corrective-developmental and preventive work in the inclusive class to a large extent depends on the teacher, the preliminary preparation of the educational process in the context of the inclusive environment, the variety of appropriate forms and methods that he chooses and actively uses in the work.