FLIPPED LEARNING TECHNOLOGY IN TEACHING FOREIGN LANGUAGE IN THE CONDITIONS OF INCLUSION IN INSTITUTIONS OF HIGHER EDUCATION

• Svitlana Romaniuk

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-9355-4584

• Veronika Trofimchuk

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-1068-0746

The article is devoted to the issue of introducing innovative pedagogical methods and technologies that would meet today's challenges into the educational process of higher education institutions. The article examines the innovative technology of flipped learning as a type of blanded learning. In particular, the peculiarities of implementation of flipped learning in inclusive foreign language classes in higher education institutions are considered. The essence of the technology of flipped learning is studied. With the help of this technology the learning process is shifted to an individual space outside the classroom with the help of information and communication technologies and the Internet, and the group space of the classroom is transformed into a dynamic interactive educational environment, where the teacher directs students to practical application of educational material. The article revealed the specifics of the implementation of the flipped learning technology in order to activate the cognitive activity of students with special needs in the process of learning foreign language. The technology of flipped learning diversifies the educational process, contributes to the personal development of students with special educational needs, arouses their interest and increased educational activity, provides an opportunity to demonstrate their own strengths and believe in them, and increases motivation to learn foreign language. Didactic aspects of using flipped learning technology are outlined. The process of organizing and conducting foreign language classes using this technology in inclusive groups is described. In particular, the stages of conducting classes are considered. The presented study substantiates the effectiveness and methodological expediency of implementing the technology of flipped learning to improve teaching of foreign languages in institutions of higher education in conditions of inclusion.

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