Keyword: «рефлексия»

The article considers «language portfolio» as a modern and effective tool of assessing and self-assessing foreign language proficiency. The essence of the concept is revealed, the main types and functions of the language portfolio are described, and its potential for personalizing learning and forming learner autonomy is demonstrated. It is emphasized that, unlike traditional forms of assessment, the language portfolio involves the student in the assessment process, developing reflection, responsibility and motivation. The language portfolio allows comprehensive monitoring of a student's language development dynamics, combining quantitative and qualitative criteria, and captures not only academic achievements, but also personal growth of the student. In conclusion, the article outlines the perspectives for developing differentiated portfolio models for various age groups and integrating them into the national education system.

The article discusses effective strategies for the development of cross-cultural competence of high school students. The author proves that in the modern world this skill is becoming critically important for studying, career and social interaction. Specific methods are offered: from language immersion through joint online projects and role-playing games to critical information analysis and live communication with native speakers. It is emphasized that the formation of intercultural competence is the way to a better understanding of others and yourself.