Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/Teaching
This paper aims to analyze six of the most popular textbooks for Russian as a foreign language (RFL) for adolescent and adult learners used in Italy, namely <i>Reportazh</i>, <i>Russkiy klass</i>, <i>Molodets</i>, <i>Davayte</i>, <i>Poyekhali<...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-03-01
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| Series: | Languages |
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| Online Access: | https://www.mdpi.com/2226-471X/8/1/77 |
| _version_ | 1797610625959985152 |
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| author | Linda Torresin |
| author_facet | Linda Torresin |
| author_sort | Linda Torresin |
| collection | DOAJ |
| description | This paper aims to analyze six of the most popular textbooks for Russian as a foreign language (RFL) for adolescent and adult learners used in Italy, namely <i>Reportazh</i>, <i>Russkiy klass</i>, <i>Molodets</i>, <i>Davayte</i>, <i>Poyekhali</i>, and <i>Ura</i>, to see whether and how task stratification and differentiation strategies are put in place for partially sighted (PS) and dyslexic (D) learners. Through a comparative content analysis, it is shown that there is a total lack of educational design aimed at the inclusion of PS and D learners in the Italian context. This may be due to the greater presence in such textbooks of traditional RFL views, which generally do not prioritize inclusion, as well as to carelessness toward the contributions of Italian-based glottodidactics, which, in contrast, is very attentive to inclusion issues, even for languages other than Russian. Finally, some suggestions are given, accompanied by practical examples, for enhancing the inclusivity of these textbooks. |
| first_indexed | 2024-03-11T06:17:50Z |
| format | Article |
| id | doaj.art-08bc4214f9da48e5b1519a1a0505b5cf |
| institution | Directory Open Access Journal |
| issn | 2226-471X |
| language | English |
| last_indexed | 2024-03-11T06:17:50Z |
| publishDate | 2023-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Languages |
| spelling | doaj.art-08bc4214f9da48e5b1519a1a0505b5cf2023-11-17T12:09:32ZengMDPI AGLanguages2226-471X2023-03-01817710.3390/languages8010077Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/TeachingLinda Torresin0Department of Linguistic and Literary Studies, University of Padua, 35137 Padova, ItalyThis paper aims to analyze six of the most popular textbooks for Russian as a foreign language (RFL) for adolescent and adult learners used in Italy, namely <i>Reportazh</i>, <i>Russkiy klass</i>, <i>Molodets</i>, <i>Davayte</i>, <i>Poyekhali</i>, and <i>Ura</i>, to see whether and how task stratification and differentiation strategies are put in place for partially sighted (PS) and dyslexic (D) learners. Through a comparative content analysis, it is shown that there is a total lack of educational design aimed at the inclusion of PS and D learners in the Italian context. This may be due to the greater presence in such textbooks of traditional RFL views, which generally do not prioritize inclusion, as well as to carelessness toward the contributions of Italian-based glottodidactics, which, in contrast, is very attentive to inclusion issues, even for languages other than Russian. Finally, some suggestions are given, accompanied by practical examples, for enhancing the inclusivity of these textbooks.https://www.mdpi.com/2226-471X/8/1/77Russian as a foreign languagetextbooks of Russian as a foreign languagetask-based teaching approach |
| spellingShingle | Linda Torresin Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/Teaching Languages Russian as a foreign language textbooks of Russian as a foreign language task-based teaching approach |
| title | Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/Teaching |
| title_full | Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/Teaching |
| title_fullStr | Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/Teaching |
| title_full_unstemmed | Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/Teaching |
| title_short | Task Stratification and Differentiation Strategies for Partially Sighted and Dyslexic Learners in Textbooks of Russian as a Foreign Language: An Italian Case Study of Non-Inclusive Learning/Teaching |
| title_sort | task stratification and differentiation strategies for partially sighted and dyslexic learners in textbooks of russian as a foreign language an italian case study of non inclusive learning teaching |
| topic | Russian as a foreign language textbooks of Russian as a foreign language task-based teaching approach |
| url | https://www.mdpi.com/2226-471X/8/1/77 |
| work_keys_str_mv | AT lindatorresin taskstratificationanddifferentiationstrategiesforpartiallysightedanddyslexiclearnersintextbooksofrussianasaforeignlanguageanitaliancasestudyofnoninclusivelearningteaching |