Theoretical and methodological foundations of linguodidactic practice in the post-internationalization paradigm: teaching russian as a foreign language

• Lyudmila V. Yarotskaya

  Ludmila V. Yarotskaya. National Research Nuclear University Mephi. Moscow. Russia

• Криницкая Марина Юрьевна

  Marina Yu. Krinitskaia. Vladivostok State University. Vladivostok. Russia

This study focuses on conceptualizing the nature and trajectory of changes triggered by the disruption of key infrastructural links in the internationalization process in the 2020s. Furthermore, it aims to provide a theoretical and methodological justification for position
“Russian as a Foreign Language” (RFL) as a strategic resource for innovative educational activities under these new conditions. The research methodology includes the theoretical analysis of specialized literature and the conceptual-theoretical synthesis of relevant scientific perspec-
tives. The study results in justifying the status of RFL within the axiological-semantic educational paradigm of post-internationalization, grounded in the linguodidactic principle of internationalizing professional training. This core principle is specified through a system of subject-
specific methodological principles of RFL instruction, highlighting the methodological features of their implementation. The scientific novelty lies in the development of theoretical and methodological frameworks that substantiate the status of RFL in the context of postinternationalization. It is concluded that RFL possesses significant potential for subjectspecialized linguo-socio-cognitive personal development and the formation of the professional mindset of a modern specialist. Such a specialist is prepared for intercultural partnership and the conscious building of professional networks in the interest of society and the state. The theoretical propositions formulated in the article, along with the summarizing and specifying tabular materials, can serve as a practical guide for the purposeful linguodidactic design of the educational process. Future research prospects involve the development and empirical testing of individual components, as well as the holistic system, of RFL instruction in the context of postinternalization.
Keywords: post-internationalization, Russian as a Foreign Language, theoretical and methodological justification, disciplinary status, principles of instructionKeywords: post-internationalization, Russian as a Foreign Language, theoretical and methodological justification, disciplinary status, principles of instruction