Regional component in the content of education: socio-pedagogical approaches
S. S. Lopatina, N. V. Oturgasheva
Russian Presidential Academy of National Economy and Public Administration, Novosibirsk, Russia
Keywords: Russian as a foreign language, sociocultural adaptation, regional component, linguistic and cultural training, the principle of communicativeness, practice-oriented nature of language training
Abstract
Introduction. The relevance of the chosen topic is due to the existing variety of textbooks and teaching aids and, at the same time, the lack of clear criteria for the selection of regional and linguistic-cultural material. In the context of the implementation of the concept of regionalization of higher education, a draft textbook on the Russian language for foreign citizens is presented in order to find and interpret information on ways to solve the problem of successful socio-cultural adaptation of foreign citizens in Russia. The methodology of the research is determined by the basic definition of the regional component in the content of education for understanding the prospects of its implementation in the practice of teaching foreign students. Competence, communicative and socio-cultural approaches, as well as various conceptual views on the problems of creating a modern textbook of the Russian language for foreigners, reflect the specifics of Novosibirsk from a geographical, historical and socio-pedagogical point of view. To solve the problems of socio-cultural adaptation of foreign students in the educational space of Russian universities, a draft textbook “Novosibirsk: welcome!” is proposed for discussion. Discussion. The principle of regionalization determined the choice of textual content of the textbook for foreigners, the principle of communication ensured the consistency of the presentation of the material from general information to more local and specific topics. The socio-pedagogical approach has become a source of value-marked content of the publication. Communicative and competence-based approaches have determined the sequence and specifics of texts, tasks and exercises that simulate real communication situations, forming students’ ability to independently solve language, speech, communicative and cognitive tasks. Conclusion. The principles of regionalization and speech competence in combination with a communicative approach to teaching are an appropriate guideline for the selection and structuring of language material in the process of preparing regionally oriented educational publications on the Russian language intended for foreigners.
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