Pavel A. Nozdrov

The problem of differentiation in groups with a mixed level of foreign language proficiency is one of the most acute in bilingual education. The relevance of the work is justified by the lack of practical research on the use of linguistic differentiation in a bilingual educational environment, since a significant number of studies on differentiated learning focus exclusively on non-linguistic forms of its application. The aim of this article was to discuss the positive results of using translanguaging, as well as the differentiation of learning goals that help overcome certain problems in the process of teaching Humanities to groups with a mixed level of foreign language proficiency. The methodology of this research includes content and language integrated learning, lingual didactics and a person-oriented approach. Linguistic differentiation occupies a central place of the study and is presented in the form of translanguaging. The development of a system of assessments in the experimental work is based on the theories of cognitive and speech development. The practical part of the study includes the application of standardized tests and methods of mathematical statistics. The outcomes of the experimental work described in the article showed that most of the problems that reduced the effectiveness of learning arose as a result of individual differences in students' levels of learning a foreign language and, consequently, in their educational needs. Among the main methods of improving the effectiveness of the educational process were identified: linguistic differentiation in the form of translanguaging and differentiation of learning objectives, also subdivided into subject and linguistic levels. The results of the analysis of the development of subject competence showed that the combination of various forms of differentiation used in the learning process contributed to ensuring sustainable progress in learning educational material for the majority of students with both higher and lower levels of foreign language proficiency. The theoretical significance of the study lies in proving the effective use of translanguaging as a form of linguistic differentiation of instruction. The practical significance of the article is expressed in the description of a number of specific problems that arise in groups with a mixed level of foreign language proficiency in the process of developing subject competences in teaching in a foreign language and the selection of certain differentiated instruction methods that help solve these problems and can be effectively applied in similar situations by other teachers and methodologists.

The relevance of the study is substantiated by the social demand expressed in domestic and foreign legal documents related to the development of professional, communicative competences, improving the quality of education through student-centered learning technologies and, as a result, the development of the possibility of citizens' participation in lifelong education. The purpose of the experiment was to study the effectiveness of the development of a foreign language communicative competence of a teacher through the use of the technology of quasi-professional activity. The study was based on competence-based and student-oriented approaches, the theory of content-language integrated learning (CLIL), the technology of quasi-professional activity, which is part of the theory of contextual learning by A. A. Verbitsky, and also reflects the ideas of a foreign approach to education based on simulation (simulation-based learning). The experiment can be classified as natural, for excluding the experimental course, all groups that had been participating in it received same curriculum, subjects and amount of class work hours. The program of the subject was compiled on the basis of students' requests and diagnostic work based on the structure of professional foreign language communicative competence in the context of pedagogical education. The verification of the objectivity of the conclusions was made using the calculation of the Mann-Whitney U-test. The results of the study confirmed the hypothesis of the effective development of this competence through the use of the technology of quasi-professional activity. In addition, the influence of subjective factors on the results of quasi-professional activities was found. These include: the desire to acquire Master’s degree, assessment of the quality of education at the university, self-assessment of the level of development of the competence components. Students, who wish to continue their education acquiring Master’s degree, as well as those who rated the above factors more highly, demonstrated higher achievements according to the results of the control assessment. The results of the article can be used for further study of subjective factors affecting the effectiveness of quasi-professional activities. The model of the development of the competence, reflected in this and previous articles of the author, can be applied in teaching bachelors and also in advanced training courses.