Implementation of the intellectually and personally oriented approach to foreign language teaching in the elective course "Germany and Russia in a Global Perspective"

The teaching of foreign languages is gaining new significance in the context of the socio-humanitarian crises of recent years, the re-evaluation of values, and the increase in conflict and intolerance among various social groups. Language education must respond to these challenges by developing a broadly educated, erudite individual as a social communicative pluricultural personality. Foreign language teaching in high school and linguistic universities can implement its intellectual and personal potential through the elective foreign language course described in this article. The study is based on an integrated approach to developing the curriculum for the extracurricular course "Germany and Russia in a Global Perspective". Methodologically, the course concept relies on an intellect-oriented understanding of the goals and principles of language education, complemented by the concept of global education, and is based on a personally/interculturally/productively oriented cognitive-communicative methodology of foreign language teaching. The research progressed from empirical data obtained by the author through teaching experience to theoretical generalizations and the creation of the course concept and program. The conceptual foundation of the course consists of the system of goals, approaches, and principles described in the article, which form the basis of the program design and thematic plan. Some techniques of organizing the educational process are described according to three groups of principles. Recommendations are provided regarding the sequence of forms and methods of organizing work within the course themes; some of the presented techniques are original developments, such as the linguistic pluricultural self-portrait. A thematic planning of the course using a modular system has been developed. Thus, the described course represents a model for implementing an intellectually and personally oriented methodology for teaching foreign languages. Using the developed course as an example, a system of approaches and principles is demonstrated, reflected in the content and design of the educational process, resulting in the formation of a broadly educated, erudite individual as a pluri-cultural subj ect. This individual possesses the ability to understand their place and role in the global multicultural society, their multiple identities (social, cultural, national, professional, etc.), and can develop an individual model of communicative behaviour based on the comprehension, critical evaluation, and selection of speech products, their verification from different sources in different languages, and interpretation based on pluricultural and plurilingual erudition. The author declares no conflicts of interests.

Keywords

Authors

References