PLAIN LANGUAGE VS. EASY-TO-READ: DIFFERENTIATING TEXT SIMPLIFICATION IN INCLUSIVE HIGHER FOREIGN LANGUAGE EDUCATION

Abstract

This article offers a critical examination of terminological inconsistencies within Ukrainian regulatory frameworks regarding the adaptation of educational content for inclusive higher education. The study identifies a significant conceptual contradiction between international standards and the Cabinet of Ministers of Ukraine Resolution № 1046-p. Specifically, it argues that the official terminology – «simplified language method» and «easy reading format» – establishes a false hierarchy, misrepresenting these distinct approaches. The research substantiates the necessity of distinguishing between Plain Language (PL), as a tool of universal design that maintaines academic abstraction, and Easy-to-Read (E2R), as a reasonable accommodation requiring profound cognitive adaptation and mandatory visual support. Drawing on A. Paivio’s Dual Coding Theory and J. Sweller’s Cognitive Load Theory, the paper provides a psycholinguistic justification for the effectiveness of these differentiated formats. A comprehensive typology of cognitive barriers is developed, mapping specific adaptation tools to each format. Particular emphasis is placed on the challenges of foreign language teaching, where learners face a dual cognitive load: the simultaneous decoding of a new linguistic system and the acquisition of complex disciplinary content. The author proposes a practical algorithm for transforming authentic English language materials, demonstrated through the adaptation of the term laissez-faire. This example highlights the operational differences between PL and E2R in an academic context. Furthermore, the study underscores the necessity of material validation with target audiences in accordance with ISO 24495-1. The findings prove that E2R is a sophisticated system of linguistic transformation rather than a primitivization of content, thereby safeguarding inclusive methodology against claims of devaluating academic standards. This research establishes a methodological framework for developing accessible digital repositories in higher education institutions aligned with global accessibility trends.