An inclusive interactive model of teaching a foreign language in the semantic space of the city

Based on cultural-historical, activity-based and actor-network approaches, a model of inclusive foreign language teaching for people with disabilities is proposed. A key role in building an immersive environment is assigned to innovative interactive technologies, the use of which on the psychosemantic content of the city reveals the sociocultural potential of a reflective linguistic personality, promotes the social integration of all subjects of the educational process. Traditional forms of learning are focused on the practical application of language in real life, for which roleplaying dialogues and discussions are constantly initiated, interactive methods allow one to simulate any event, consolidate the knowledge gained and increase confidence directly in the language learning situation, make learning more accessible, flexible and practically directed. Teamwork, collaboration and project activities in language learning are no longer limited by spatial and temporal factors and individual capabilities of students. Learning a foreign language based on the material of the city takes the possibilities of inclusion in the educational environment to a new level, as it involves all participants in the educational process, regardless of physical or social status due to the accessibility of the studied content. Urban objects provide rich material both from the standpoint of familiarization with the culture of the language being studied, and from the standpoint of reflexive understanding of one's own culture and history, since each of these elements has names, synonymous series and established ways of use in the language. The use of 3D and augmented reality allows all categories of students to participate in the study of each topic, working with photo and video materials integrated into the virtual environment, interactive games. Learning foreign words in the context of virtual walks and excursions contributes to adaptation and cultural integration, overcoming communication barriers between people of different cultures and social groups. For people with special educational needs who face difficulties in everyday life, it is important to learn the language in a comfortable interactive position, where typical situations of choosing a route, searching for the necessary information, visiting institutions and attractions, communication and recreation are reproduced. In many ways, modeling these situations not only makes learning more meaningful and useful, but also recreates, complements and enriches personal language experience. The authors declare no conflicts of interests.

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