filnaukiФилологические науки в МГИМОMGIMO Journal of Language Research and Teaching2410-24232782-3717МГИМО МИД России10.24833/2410-2423-2022-1-30-80-93filnauki-402Research ArticleМетодика преподавания родных и иностранных языковINNOVATIVE METHODS AND COMPETENCE APPROACH IN TEACHING FOREIGN LANGUAGESИнклюзивный потенциал сторителлинга при обучении иностранному языкуStorytelling in the Inclusive L2 ClassroomБовшикА. С.BovshikA.

Александр Сергеевич Бовшик – кандидат филологических наук, доцент кафедры лингводидактики и межкультурной коммуникации

127051, Россия, Москва, ул. Сретенка, 29

Aleksandr Bovshik − PhD, Associate Professor at Department of Language Education and Intercultural Communication

29, ul. Sretenka, Moscow, 127051

alex.bovshik.msupe@gmail.comГайворонскаяС. О.GaivoronskayaS.

Гайворонская Светлана Олеговна – бакалавр лингвистики, магистрант программы «Лингвистика» кафедры лингводидактикии межкультурной коммуникации

127051, Россия, Москва, ул. Сретенка, 29

Svetlana Gaivoronskaya − BA in Linguistics, a graduate student of Department of Language Education and Intercultural Communication

29, ul. Sretenka, Moscow, 127051

gaivoronskaya.light@gmail.comМосковский государственный психолого-педагогический университетРоссияMoscow State University of Psychology and EducationRussian Federation202229032022818093Copyright © Бовшик А.С., Гайворонская С.О., 20222022Бовшик А.С., Гайворонская С.О.Bovshik A., Gaivoronskaya S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://philnauki.mgimo.ru/jour/article/view/402

Представленная статья посвящена вопросу применения сторителлинга – технологии обучения иностранному языку при помощи увлекательных историй – в рамках инклюзивной лингводидактики. Поясняется актуальность разработки вопросов инклюзивного образования, т.е. интеграции в процесс обучения учеников с разными индивидуальными особенностями, в частности ограниченными возможностями здоровья (ОВЗ). В этой связи рассматриваются концепция когнитивных стилей обучения и теория множественного интеллекта Г. Гарднера, которые характеризуются как не вполне подходящие на роль общего фундамента методики обучения языку в инклюзивном классе. В качестве теоретического основания современного подхода к изучению иностранных языков принимается модель С. Крашена, подчёркивающая значение понятного инпута (входного материала) и эмоционального фильтра (психологического барьера) как ключевых факторов развития речевой компетенции. В свете этого последовательно раскрываются преимущества мультисенсорного (обращающегося к различным органам чувств) подхода к обучению языку, и в частности инклюзивный потенциал использования мультисенсорных рассказов и техники создания учениками собственных историй при поддержке учителя (сторибилдинга). Таким образом, сторителлинг рассматривается авторами статьи как универсальная технология формирования рецептивных и продуктивных навыков речевой деятельности на иностранном языке у всех людей, включая детей с ОВЗ. В работе содержатся методические рекомендации, касающиеся реализации технологии сторителлинга в инклюзивном классе, включая условия эффективного усвоения учебного материала учениками с особыми образовательными потребностями. Поясняется значение принципов скаффолдинга (поддержки учителя), взаимного сотрудничества, понятности инструкций, последовательности изложения материала, индивидуализации форм представления информации, эмоциональной вовлечённости и интеграции. На основе имеющихся теоретических трудов таких заслуженных деятелей в области психологии, специальной педагогики и лингводидактики, как Л.С. Выготский, С.Я. Рубинштейн, Дж. Эшер и С. Крашен, а также примеров из практики делается вывод о целесообразности градуального перехода от эксплицитного обучения к имплицитному в инклюзивном классе иностранного языка.

This paper examines storytelling as a technology of teaching foreign languages with the help of fascinating stories in the inclusive environment. The relevance of developing inclusive education, i.e. integrating students with different individual characteristics (in particular, disabilities) into the learning process, is highlighted. In this regard, the concept of cognitive learning styles and Gardner’s theory of multiple intelligences are characterized as not quite suitable for the role of a general foundation of language teaching methodology in an inclusive classroom. Krashen’s Monitor Model, in its turn, is adopted as the theoretical basis of the modern approach to second language acquisition, emphasizing the importance of comprehensible input (received speech material) and emotional filter (psychological barrier) as key factors in the development of speech competence. In light of this, the advantages of a multisensory approach to language learning, and, in particular, the inclusive potential of using multisensory stories and creating students’ own stories with the support of a teacher (storybuilding), are clarified. Storytelling, thus, is considered by the authors of the article as a universal method for developing both receptive and productive speech skills in a foreign language for all kinds of students, including children with disabilities. The paper contains methodological recommendations regarding the implementation of storytelling technology in an inclusive classroom, including the conditions for effective assimilation of educational material by students with special educational needs. The principles of scaffolding (teacher support), mutual cooperation, clarity of instructions, sequence of material presentation, individualized information delivery forms, emotional involvement and integration are also explained. Based on the research literature on psychology, inclusive pedagogy and language education (Vygotsky, Rubinstein, Asher, Krashen), as well as some case studies featuring diverse students with varying disabilities, the authors argue for the need to gradually shift from skill-building to implicit teaching (and learning).

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The authors declare that there are no conflicts of interest present.