Keyword: «иностранный язык»

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.

The article addresses the assessment of students’ reading literacy in English lessons. It examines the specifics of diagnosis in foreign language teaching and analyzes the advantages and limitations of using English and Russian for assessment purposes. Special attention is paid to a combined approach, in which authentic texts and tasks are presented in English, while questions for analysis and reflection are in Russian. Modern multi-level assessment methods based on the PISA framework are described, including retrieval, interpretation, and reflection, as well as the use of both test-based and qualitative assessment tools. An example of practical application at the B1 level is provided.

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.