Keyword: «иностранный язык»

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.

The article examines the issue of updating the socio-cultural potential of the region through the prism of students’ project activities in a foreign (English) language. Using a specific example of a 6th grade student’s project to create a travel brochure about the Ryazan region, the mechanisms of integrating local history content into the process of foreign language education are analyzed. The author proves that such projects not only form communicative foreign language competence, but also perform a significant educational and career guidance function, contributing to the development of regional identity, civic responsibility and popularization of the cultural heritage of the small homeland. Special attention is paid to the analysis of the choice of attractions (Paustovsky Trail, the Sky of Russia Festival, Ryazan Kremlin, Staraya Ryazan, Kasimov, Skopin) as representatives of the multifaceted socio-cultural potential of the region.

This article examines the use of regional sociocultural space in foreign language teaching and proposes lesson plans that promote the development of students' sociocultural and sociolinguistic competence.