Keyword: «intercultural competence»

In this article, the author considers the relevance of the formation of schoolchildren’s intercultural competence and cognitive interest in the study of other cultures while learning foreign languages. The article analyzes the growing interest in communication methods using authentic audio, photo and video materials about the colour symbols of state flags as an example.

In this article the author considers excursion lessons as one of the effective forms of teaching foreign languages. It allows students to immerse themselves in the language environment, actively participate in speech situations and at the same time get acquainted with the culture and traditions of the country of the studied language. During the excursion, students develop all types of speech activities: listening, speaking, reading and writing. This contributes to a deeper understanding of the language and its structure. Excursion lessons make the process of learning a foreign language exciting and practice-oriented. They create a comfortable atmosphere for communication, exchange of opinions and contribute to the formation of confidence in using the language in real life situations. The author substantiates his position by describing the various advantages and disadvantages that this form of learning provides, and also refers to pedagogical traditions, confirming that this approach has been considered and applied by scholars as an effective method for centuries.

This article reveals the significance of intercultural communication in the modern world, emphasizes its importance for effective interaction between representatives of different cultures. The author focuses on the formation of intercultural competence, which includes a deep understanding of cultural realities. The article gives examples of difficulties that may arise in the process of intercultural communication, one of which is the perception and symbolism of numbers in everyday life.

This article explores interdisciplinary approach to teaching foreign languages in light of the requirements of the Russian Federal State Educational Standards (FGOS). It examines the theoretical foundations of integrating linguistic and subject-specific content, including the Content and Language Integrated Learning (CLIL) methodology, as well as practical prospects–such as enhancing learner motivation, fostering a holistic worldview, and supporting inclusive education. Particular attention is paid to key challenges: insufficient teacher training, a shortage of appropriate teaching and methodological resources, and organizational and assessment-related constraints. The article concludes that systemic changes in teacher education, curriculum design, and assessment procedures are essential for the effective implementation of interdisciplinary language instruction.