An algorithm for the integration of information and communication technologies in teaching languages for special purposes (the example of Russian as a foreign language)

This article is dedicated to the integration of information and communication technologies (ICT) in the process of teaching Russian as a foreign language for special purposes at an advanced stage of studying for students of non-linguistic disciplines. Based on many years of teaching experience in a virtual environment, the authors show forms of successful organization of the educational process provide tactics and a strategy for studying using presentations, video lectures and webinars, as well as teaching aids based on the electronic platform MOODLE. The developed algorithm of a mixed model of teaching enables good use of the potential of information and communication tools in the practice of teaching the Russian language for special purposes (economics and finance specializations)

RUSSIAN IN MULTICULTURAL EDUCATIONAL PARADIGM: PROBLEMS OF TEACHING PROCESS ORGANIZATION AND TEACHING METHODS

Modern methods of teaching Russian can be divided into three main areas: 1) Russian as native language, 2) Russian as non-native language, 3) Russian as foreign language. The second direction is the least developed and often misinterpreted as ‘Russian in the national school’. The experience of the Intercultural Communication Department of Herzen State Pedagogical University of Russia in organizing the teaching process of Russian as non-mother tongue, and its linguo-didactic support in the multicultural school, is closely analyzed

MODERN APPROACH TO DIGITAL LITERACY DEVELOPMENT IN EDUCATION

The article is dedicated to the necessity of formation and development of digital literacies for the professional, educational and personal purposes. The article also provides a detailed classification of digital literacies and competences.Rapid penetration of information technologies in almost all spheres of our life, including education, and the fact that most ordinary users received unlimited access to the Internet, has led to a rapid rise of the information volume or information explosion and massive changes in the way of communication between people in all spheres and also to forming the information society as one of the leading contemporary social processes. Such changes in socio-economic conditions modified the socio-psychological and psycho-pedagogical portrait of the students, the nature of their participation in educational, professional and social life, as well as the methods of teaching the humanities, computer and natural sciences.The basis of modern educational paradigm are such theoretical concepts as digital literacies, distance learning technologies, information and communication technologies, internet resources, multimedia electronic textbooks, online courses, social networks, Internet resources, individualization and differentiation of learning activities, Personal Learning Network, etc. The importance of improving the educational process through the methodical training of faculty members and tutors, the application of use new technologies in teaching, the formation and development of information and communication competences, digital literacies and knowledge is emphasized

INFORMATION COMMUNICATION TECHNOLOGIES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE AT ELEMENTARY LEVEL (LEVEL A1, A2)

The paper is intended to draw attention to information communication technologies in teaching Russian as a foreign language at a primary stage of learning. In this regard the educational process of teaching Russian as a foreign language is examined for promoting quality improvement in the process of RLT. Technology-enhances language learning(TELL) is described through computer – assisted language learning(CALL) – presentations,computer-mediated communication (CMC) or on-line communication(e-mails), the Internet sites and virtual learning environments(VLEs) – the University resources. Authors share their best practices of using ICT in teaching and describe their experience with foreign students of pre-university department of MESI, and present their own tactics and strategies of teaching

An algorithm for the integration of information and communication technologies in teaching languages for special purposes (the example of Russian as a foreign language)

This article is dedicated to the integration of information and communication technologies (ICT) in the process of teaching Russian as a foreign language for special purposes at an advanced stage of studying for students of non-linguistic disciplines. Based on many years of teaching experience in a virtual environment, the authors show forms of successful organization of the educational process provide tactics and a strategy for studying using presentations, video lectures and webinars, as well as teaching aids based on the electronic platform MOODLE. The developed algorithm of a mixed model of teaching enables good use of the potential of information and communication tools in the practice of teaching the Russian language for special purposes (economics and finance specializations)

Genetic screening of an endemic mutation in the DYSF gene in an isolated, mountainous population in the Republic of Dagestan

Abstract Background Dysferlinopathy has a high prevalence in relatively isolated ethnic groups where consanguineous marriages are characteristic and/or the founder effect exists. However, the frequency of endemic mutations in most isolates has not been investigated. Methods The prevalence of the pathological DYSF gene variant (NM_003494.4); c.200_201delinsAT, p. Val67Asp (rs121908957) was investigated in an isolated Avar population in the Republic of Dagestan. Genetic screenings were conducted in a remote mountainous region characterized by a high level of consanguinity among its inhabitants. In total, 746 individuals were included in the screenings. Results This pathological DYSF gene variant causes two primary phenotypes of dysferlinopathy: limb‐girdle muscular dystrophy (LGMD) type R2 and Miyoshi muscular dystrophy type 1. Results indicated a high prevalence of the allele at 14% (95% confidence interval [CI]: 12–17; 138 out of 1518 alleles), while the allele in the homozygous state was detected in 29 cases—3.8% (CI: 2.6–5.4). The population load for dysferlinopathy was 832.3 ± 153.9 per 100,000 with an average prevalence of limb‐girdle muscular dystrophies ranging from 0.38 ± 0.38 to 5.93 ± 1.44 per 100,000. Conclusion A significant burden of the allele was due to inbreeding, as evidenced by a deficiency of heterozygotes and the Wright fixation index equal to 0.14 (CI 0.06–0.23)