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Linguoculturological Approach To Teaching Russian As A Foreign Language To Students With Disabilities

The authors of the article deal with the problems associated with the implementation of the program adopted by the Ministry of Education and Science of the Russian Federation. This program is aimed at creating favorable conditions for providing vocational training for disabled students. According to the program, vocational training courses should be adapted to the special needs of persons with disabilities so that they can receive education and become full members of society. These students also need equal opportunities for development and self-fulfillment. Since this program is international and it is accepted worldwide, the courses of Russian as a foreign language should also be adapted to the special needs of people with disabilities. The authors of the article claim that it is important to use a linguoculturological approach to teaching Russian as a foreign language to disabled students. Another reason why this approach should be applied is the fact that it is hard for students with disabilities to travel around the world. Since a linguoculturological approach is based on applied linguoculturology and country studies, it gives foreign students an opportunity to get a better idea about the country and native speakers. This approach increases the role of the linguistic and cultural aspect in teaching Russian as a foreign language. Under these circumstances the vocational training programs for students with disabilities should be constantly improved.