Keyword: «language identity»

The article deals with the issue of linguo-cultural language pedagogy, within the frames of which it is highly urgent at the present time to model the cultural language identity of learners of the language. This trend is relatively new and insufficiently developed. Nevertheless, the relevance of teaching the linguo-cultural aspect of linguistic identity is supposed to be indispensable, imminent and vital. The author of the article proposes one of the feasible approaches within the constraints of culture-bound FLT&FLL concepts in modern Language Pedagogy, that is, the approach of teaching high school students the basics of text interpretation of a literary text with the help of allusive names at the English language lessons in groups with advanced study of English. The purpose of the paper lies in the theoretical analysis of scientific works on the issue of peculiarities and aims of the secondary language identity formation, modes of its development on the basis of interpreting activity while studying a literary text containing allusive names in a foreign language, and grounding the possibility, regularity and expediency of using the approach offered. The leading methods in the research of the given problem are the person-centered approach, the theory of secondary language cultural identity, the activity-based approach and also the communicative approach accepted in contemporary Language Pedagogy. The author of the article considers the benefits of implementation of the methodological approach of learning allusive names while interpreting a fictional text in teaching English to high school students in classes with advanced study of English in terms of second language cultural identity development as compared to traditional practices of teaching reading skills. This technology facilitates the harmonious development of second language cultural identity which contributes to successful communication in the process of intercultural interaction in a foreign language. Teaching the interpretation of a literary text has a classical algorithm of work with the text, including pre-reading, while-reading and post-reading tasks. Then, when working on allusive names, it is necessary to use commentary, various language search exercises to fill in tabular data with encyclopedic information correlated with allusive names, as well as activity-based interactive exercises in the form of role-playing games, games such as "Auction", training by "stations". At the final stages it is recommended using searching and heuristic methods, such as the method of projects (group and individual), drawing up a route of heroes' movement in the work of literature, blogging on behalf of the hero, communicative tasks in the form of situational dialogues on the material of the interpreted text.

The article is devoted to the peculiarities of the formation of children's linguistic identity in a bilingual family.