This volume offers the first systematic study of teaching Russian as a Foreign Language (RFL) from an inclusive perspective. After problematizing the concept of inclusion within a theoretical framework that integrates policy documents and pedagogical approaches, the book outlines a methodological approach for translating inclusive principles into classroom practice. Teachers’ and students’ accounts provide an insider view of the challenges involved, while two experiments with beginner learners – including those with visual impairments and specific learning difficulties – put this approach to the test and demonstrate its replicability. The book aims to serve as a reference point for addressing the urgent challenge of making the teaching of RFL genuinely inclusive.

This book is included in DOAB.