E. A. Malkina,
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DOI: https://doi.org/10.25807/22224378_2021_6_45
This article is devoted to the consideration of models, approaches and practices of
creating an inclusive environment in foreign schools that can be transformed and
adapted to the realities of inclusive foreign language education in Russia. Based on the
analysis and understanding of foreign experience, the conceptual characteristics of an
inclusive foreign-language environment were identified. The author attempts to present
the technology of forming the skills to create an inclusive foreign language environment
in the process of teaching students – future teachers of English.
Keywords: diversity, inclusion, inclusive practices, foreign language, foreign language
education, English language teacher.
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