Keyword: «иностранный язык»

The article examines the role of a foreign language in shaping the professional worldview of future historians. The relevance of the study is driven by Russia's integration into the global scientific and educational space, the digitalization of historical knowledge, and the need for critical analysis of foreign sources. The aim of the paper is to theoretically substantiate the importance of a foreign language as an essential component of a historian's professional development. Based on the analysis of scholarly literature, the essence of a historian's professional worldview is revealed as an integrative quality encompassing historical thinking, a value system, and the ability for intercultural communication in the professional sphere. It is shown that a foreign language acts as a mechanism for developing these components, providing access to authentic sources and international academic dialogue. The necessity of integrating historical and linguistic education as a key pedagogical condition for realizing this potential is substantiated.

The article is examined the opportunity of using the regional component at the English lessons as a way of formation of pupils’ sociocultural competence. Education is perceived like a creative and interesting process what increases students’ motivation to learn a language. The article is presented a lesson plan, aimed at studying S.A. Esenin’s biography and works. It can be used in the process of learning English.

The article is devoted to the study of the linguistic and didactic potential of school educational and methodological complexes as an instrument for the formation of the language portfolio of students. Based on the analysis of foreign and domestic classifications, the main types of language portfolios and their invariant structure are described. Special attention is paid to the practical implementation of the method using the example of «Spotlight» and «Starlight». The components of educational and methodical complexes and the mechanisms of integration with the subject of the student’s book are analyzed in detail. Examples of particular tasks from modules that can be included in the language portfolio are given.

The article analyzes distance learning as a modern form of the educational process, with a particular focus on teaching foreign languages. It examines the essence, specific features, and pedagogical aspects of distance learning, as well as its role in the system of lifelong education. The author highlights the advantages of this format, such as flexibility, accessibility, individualization of the learning process, and the use of innovative digital tools. Special attention is given to methods and technologies that contribute to the development of all types of speech activity, including communicative and intercultural competencies. The article also addresses the main challenges of distance learning: insufficient technical equipment, low levels of digital literacy, lack of live communication, and students' self-discipline. Solutions are proposed, including infrastructure development, digital skills training, the introduction of interactive and game-based methods, as well as regular oral practice and project-based activities. In conclusion, practical recommendations are provided for foreign language teachers on the effective use of digital platforms, organization of online communication, and integration of authentic materials. It is emphasized that the optimal combination of pedagogical approaches and technological solutions can make distance learning a highly effective tool for mastering foreign languages.