Keyword: «regional component»

The article examines the potential of social actions as a form of consolidating the regional component in extracurricular activities «Conversations about important things» in elementary school. The presented methods of organizing work are aimed at deepening the love of third-graders for their native land through practical activities, exploring local attractions and interacting with the socio-cultural environment.

This article examines the methodological potential of student-produced video content for implementing the regional component in foreign language teaching. The authors analyze a short-video project focused on the historical routes around Ryazan. The findings indicate that incorporating local history into the learning process contributes to the development of intercultural competence. The designed tasks include role-play scenarios and the composition of monologues based on the poet's creative heritage. The paper describes the application of materials at the pre-reading, while-reading, and post-reading stages, including the practice of skimming and intensive reading skills. A model for organizing an English-language excursion is presented, taking into account age-related characteristics. It is suggested that this approach ensures sustained motivation for learning English.

This article examines the development of schoolchildren's national cultural identity through foreign language teaching. Particular attention is paid to the role of local history in the educational process. Using the regional material of the city of Ryazan is taken as an example. It is shown that including regional material in foreign language lessons promotes students' conscious attitude toward their own culture, fosters a sense of belonging to their native land, and increases their motivation to learn. The article explores the pedagogical potential of using descriptions of landmarks, biographies of famous local residents, project-based and research activities, and comparative cultural analysis. It concludes that integrating local history content into foreign language teaching promotes intercultural competence and the development of a harmonious personality capable of effective intercultural dialogue.