PECULIARITIES OF FOREIGN LANGUAGE TEACHING TO AT-RISK STUDENTS

Abstract

Peculiarities of education of people with learning disabilities in higher education institutions are considered. Particular attention is paid to the problems of learning foreign languages. Features of disabilities in people with learning disabilities are revealed. The purpose of the article is to demonstrate the experience of a teacher from the Netherlands in the process of working with representatives of students with learning disabilities in order to further apply in the educational process of higher education in Ukraine. Methodology. Examples of different types of activities are given in order to identify disorders in students who do not differ in appearance from their peers without learning disabilities. The conditions in which there are disabilities that interfere with the normal assimilation of educational material by students with learning disabilities are highlighted. The author's method of elaboration of various aspects of learning French as a second foreign language by persons with learning disabilities is given. Examples of learning a foreign language using sensory methods are given: audio, visual, kinesthetic and olfactory. Selected types of educational activities are characteristic of each of these methods. This article emphasizes the importance of preparation for the learning process, namely: understanding the student audience, their characteristics, learning disabilities, etc., teacher’s analysis of the policy taking into account the capabilities and needs of students, organizing the learning process according to student needs, encouragement and motivation learning, identifying possible difficulties in students and finding ways to solve them. Scientific novelty. Special attention in this article deserves the organization of the teacher's lesson, identifying students' educational needs, choosing forms and effective methods, placing students in the classroom, keeping logs of communication with the teacher and receiving immediate feedback, systematic work on the course. Conclusions. The article provides recommendations for conducting foreign language classes for students with learning disabilities, especially for types of work, namely: group work, group questions, teamwork, use of cultural aspects in project activities, development of various tests and tasks and work with students to reduce their anxiety and security in foreign language classes.