The purpose of this article is to study the positive, practical experience of using didactic (lexical) material of regional content in the process of implementing the communicative approach in teaching English to students of non-linguistic specialties. The leading method in the study is the pedagogical experiment (ascertaining, forming and control stages of the experiment), as well as the method of expert evaluations, statistical processing of quantitative research results, observation, questioning, modeling of situations, dramatization. The specificity of the authors' method of applying the communicative approach, implemented in the form of a dialogue, using the vocabulary of a regional orientation, allows to increase the effectiveness of training sessions, raise the level of interest in learning English. The authors developed the content of training courses with regional orientation. The study proved the effectiveness of introducing lexical material of regional orientation.
School climate is an underestimated factor for sustainable development and resilience in the educational context. There is a need to develop and implement specific prevention and intervention programs that help maintain a positive school climate in cultural diversity to ensure psychological well-being, successful adjustment, academic achievement, integration of students from diverse cultural backgrounds, and prevention of extremism among youth. The current study tested the Classroom Cultural Diversity Climate Scale (CCDCS) in the context of cultural diversity in Russian schools. Participants included students with and without an immigrant background. Russian students had difficulty answering questions about racism and discrimination because these topics are not covered in the secondary school curriculum. The research results showed that the questionnaire questions effectively provided an impetus to test further the validity and reliability of the CCDCS for Russian participants. The adapted questionnaire will make it possible to examine the descriptive norms of school policies related to diversity. In addition, the questionnaire can be used to identify factors that influence the learning efficiency and adjustment of students from diverse cultural backgrounds, including immigrant students.
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