Visualization in RFL Lessons

The article considers a topical issue of using visualization at the lessons of Russian as a foreign language. The authors examine in detail the terms “visual turn”, “visualization” and “visibility”, outlining modern pedagogical situation. The “visual turn” that has taken place in culture has challenged a modern teacher to master new pedagogical technologies for their further use in practical activities. General visualization dictates a choice of the most optimal methods for organizing educational information. In this regard, the article is of an overview nature: the authors review current pedagogical literature, highlighting pedagogical technologies most suitable for the educational process in RFL, and also determining the potential of a visualized non-linear text in the structure of RFL lessons. Based on the results of the analysis, the authors offer a selection of modern pedagogical visualization techniques, describe them and evaluates their applicability in Russian as a foreign language lessons. The authors consider in detail the use of timeline, scribing, storytelling, blogfolio and longread in Russian as a foreign language lessons. After a detailed review of visualization techniques and a description of their application in lessons of Russian as a foreign language, the authors conclude that visualization is effective and has a greater educational potential for non-linear texts in the structure of Russian as a foreign language lessons, and proposes a classification of modern visualization methods based on several parameters. Visual pedagogical techniques are conditionally subdivided into traditional, new and innovative ones according to the time of their appearance, and according to the organization of information they can be static and dynamic. An example of static visualization is graphic organizers, while dynamic visualization is represented by visual narrative, visual storytelling, and educational or authentic videos.

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