The essence of inclusive approach integration into language acquisition processes in Uzbekistan

Аннотация

This article provides the basic strategies to better integration of inclusive approach into language acquisition process, highlighting the applicable techniques and practical advice to assist educational representatives in creation of common notion and essence of inclusiveness within classes. It has been found that student-centered approach in any type of learning empowers students’ communication, collaboration and self-reflection skills. Furthermore, the importance of deep approach, that forms inclusiveness, contributes to the development of problem-solving capabilities and ability to categorize the tasks by their complexity, fosters the recruitment process of a graduate. Finally, the article provides some solutions to the issues related to the barriers to establish inclusiveness imposed by the peculiarities of Uzbek learners within their educational environment. Keywords: inclusivity, student-centeredness, deep approach, integration, collaboration, language acquisition. The integration of inclusiveness into the educational process is a key factor in the development of education sector in developing countries, including Uzbekistan. The echoes of last century’s methodology are represented by a number of approaches, the main focus of which is teaching the masses, which by itself excludes consideration of individual characteristics and aspects of the student’s perception. However, in 1990, under the aegis of UNESCO, the Salamanca Statement and Framework for Action on Special Needs Education has been adopted, which describes the policy of providing the population with quality education, according to which the needs, individual characteristics should be considered and the educational process must be tailored to the needs of each learner. Thus, the “inclusive” approach is a relatively new concept that requires more study and high-quality implementation in the educational system of Uzbekistan. The interpretation of the term “inclusiveness” implies extensive criteria that characterizes the educational process. The most detailed set of criteria is provided in the Inclusion Index (Booth T., Ainscow M., 2016), and states that inclusiveness allows learners to have greater access to education, motivates them to better and active participation, and directs them to better achievements in education. This article suggests three outstanding approaches of inclusive education and describes a number Секция №2. Педагогика фанлари/ Pedagogical sciences /Педагогические науки 17 “Психология ва педагогика: муаммо ва ечимлар” Республика илмий-амалий конференция материаллари (Тошкент, 8 сентябрь 2021 й.) of techniques proposed to have potential to contribute to the smooth integration of an inclusive approach in the educational process in the framework of learning a foreign language. It is essential to mention, that language acquisition classes should be accustomed to student-centeredness and the whole lesson should be designed, so learners interact in pairs and group work, as these settings provide students with the opportunity to practice and exchange their background knowledge and skills. Further students retrieve significant information and mirror the skills of their peers, necessary personally for them. The role of a teacher is to facilitate the lesson, to direct students when required and to provide timely feedback. This way of learning that is called “collaborative” is one of the main features of student-centered approach, as according to some research, learner-centered techniques such as pair work, small group discussions, collaborative activities, and role plays are the main practices associated with student - centeredness (Drotar, 2019). Another point, related to student-centeredness is the authenticity of materials and topic, as learners should investigate the actual topic that happens in real life occasions. These cases challenge the students to encounter the situation when they will need to apply the skills and knowledge, so the lesson itself must prepare the students to cope with real life issues. It is important to remember that student-centeredness is characterized by the feature when the lesson is aimed at aiding the learners to apply the skills they gained to the real-life context (Doyle, 2011). Moreover, another very important element of student-centered learning is peer- assessment, when the completed task is provided with a feedback, and every student can comment, discuss within group setting how successful the work has been done. In this way learners enjoy the opportunity to self-reflect, as they could decide how well they did their task and how that effectiveness was reached by their partners. In order to empower student-centeredness, the main figures in the process of learning should be students, who ‘gain insight into the difference between their perception of performance and that of another person’ (Rudland et.al., 2013). To further discuss the extent of inclusive education it is vital to refer to deep approa