This paper reveals many topical problems related to the modernization of inclusive education in Russia, with an emphasis on the practice of teaching foreign language in higher educational institutions. The paper also presents models of inclusion of persons with disabilities relevant to the modern educational environment. A brief description of the historical and legal basis of inclusion in Russia is also given. The authors note that in higher education institutions inclusive education is still at the stage of formation and that for its successful implementation it is necessary to comprehend the problem and create a methodological basis.

Keywords: inclusive education, persons with disabilities, equal access, quality education, integration, synergy, legal framework, adaptation, transformation.

The article discusses the possibilities of implementing the model of subject-language integrated learning in higher education institutions, and the authors focus on their professional experience in implementing this model in Southern Federal University for undergraduates. The authors managed to highlight in detail the working options of CLIL, taking into account the specifics of the modern labor market. The authors conclude that the presented technology can and should be applied in practice while observing the principle of feasibility in the perception of professional content in a foreign language by the target audience. This approach requires the teacher to be flexible in the development of such disciplines, since their subject content is adapted in accordance with the language level of the students.

Keywords: content and language integrated learning, social order, bilingual education, communicative approach, professionally-oriented content, didactic principles, professional

In this paper, the authors attempt to consider ethnographic approaches to the study of language policy issues, in detail, with an emphasis on various angles of modeling the language situation in the traditional and innovative ethnographic paradigm. The paper also provides a strong case for the effectiveness of this approach in measuring. forecasting and designing the ideal and real language situation in the regions which are of interest to the researcher. A number of examples are presented that convincingly illustrate the potential of ethnographic modeling. The authors are the first to present the opposition of the emic perspective to the ethical one, which has found its graphic embodiment in the model proposed by the authors. Moreover, the ethnographic model is an ideal tool for monitoring feedback when studying the functioning of closed forms of language policy, as well as for tracking various consequences of practical measures in the field of language.

Keywords: ethnography, ethnographic model, emic and ethical perspectives, critical ethnography, micro-ethnography, sociolinguistic ethnography, closed and open forms of language policy

This article highlights conceptual models that contribute to assessing the effectiveness of language policy from historical perspective. The use of the comparative historical approach has allowed us to identify the most effective forms of language policy in the modern national situational context. The authors place a special emphasis in the article on the critical analysis of a number of historical models that have long acted as the main tool for assessing the effectiveness of language policy in the West. The novelty of the article lies in the discovery of new modes of measuring the effectiveness of the principles of language policy and planning applied in practice. The article also make sa strong case for understanding language as an active means of social reality in all the diversity of its forms and relationships.

Keywords: language policy, language planning, comparative historical approach, historical narrative, historical consciousness, eurocentric model, cultural center, peripheral regions, deductive methods, inductive methods, modernism, postmodernism