Framework And Differentiation In Teaching A Foreign Language To High School Students

Abstract

The purpose of the research is to depict the university conditions of the synchronic implementation framework and variability in teaching a foreign language, being able to increase qualitative schooling in an up-to-date university with regard to students’ individual aptitudes. The authors are wondering whether the framework permits to provide equitable access to education to all citizens. Variable learning expands learners’ possibilities to select his/her own individual route at university to gain more competences and experience in the sphere chosen. The theoretical basis of the technology of variable learning is formed on system-based, personality-oriented, competence-based and activity-based approaches. The authors conclude that the formation of a bank of educational resources for teaching students taking into account their level of language proficiency influenced the educational system of the University, the development of the educational space of the region. Online courses on various aspects of the language allow implementing the Federal standard in the educational institution in all varieties of variable educational programs. The authors recommend changing the teacher’s and student’s view on their role in the learning process, establishing the necessary character of the interpersonal interaction in the partnership mode, determining the methods and forms of work that provide pedagogical support to each student.

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Publication Date

31 March 2022

eBook ISBN

978-1-80296-124-9

Publisher

European Publisher

Volume

125

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-

Edition Number

1st Edition

Pages

1-1329

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Cite this article as:

Ivanova, R., Ivanov, A., Nikonova, Z., & Kokhan, N. (2022). Framework And Differentiation In Teaching A Foreign Language To High School Students. In & I. Savchenko (Ed.), Freedom and Responsibility in Pivotal Times, vol 125. European Proceedings of Social and Behavioural Sciences (pp. 401-409). European Publisher. https://doi.org/10.15405/epsbs.2022.03.49