Keyword: «teaching methodology»

This article substantiates the necessity of developing digital linguistic competence among learners in supplementary vocational education (SVE) programs in the field of legal linguistics. In the context of large-scale digital transformation of society and judicial practice, there is an urgent need to train specialists capable of conducting scientifically grounded analysis of digital texts characterized by multimodality, fragmentation, interactivity, and dynamism. An analysis of SVE programs revealed a significant gap between educational content and the demands of contemporary expert practice: only 25% of programs include modules on digital technologies. The article proposes a four-component structure of digital linguistic competence (cognitive, operational, technological, and value-regulatory), elucidates the distinctive features of digital discourse as an object of expert analysis, and identifies typical expert tasks. A methodology for developing this competence is justified, grounded in the principles of professional orientation, integration, problem-based learning, reflexivity, and instrumentality, and implemented through case studies, project-based learning, and the use of domestic digital tools (National Corpus of Russian Language, Mystem, AntConc). Evaluation results demonstrate the high effectiveness of the proposed teaching approach. The article is intended for educators, SVE program developers, forensic linguists, and researchers in the field of legal linguistics.