APPLICATION OF “ZONE OF PROXIMAL DEVELOPMENT” THEORY IN TEACHING FOREIGN LANGUAGES WITHIN INCLUSIVE EDUCATION

The article describes methods of applying the theory developed by Brunner D, as well as “scaffolding” for overcoming the zone of proximal development introduced by Vygotsky L. S. Teaching allows building the learning process, taking into account the zone of proximal development of each student, in such a way so that it is based on the student’s basic knowledge, speed of learning language material and mastering features by each student individually. The urgency of the research is justified on the grounds that a principal concern for developing foreign language teaching methodology in an inclusive class is becoming ever more acute, due to the development of inclusive education in Kazakhstan. The article analyzes English language textbooks in order to determine their conformity to the “zone of proximal development” theory. The article deals with the advantages and disadvantages of using scaffolding in a foreign language teaching process within inclusive education. The examples are given for working with students in an inclusive class by using scaffoldings.

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