Keyword: «коммуникативная компетенция»

The article explores the significant topic of national Russian bilingualism and possible directions for its further development, taking into account bilingualism as a source of spiritual wealth and a means of improving language competence. The author examines in detail the role of linguistic worldview, which determines the processes of bilingualism formation, and pays special attention to the importance of an individual's spiritual values, which have a significant impact on their inner life. The analysis of the features that reveal the value of a bilingual person's existence in a philosophical sense leads the author to conclude that the adaptive capabilities of individuals who speak two languages can be effectively used in the educational sphere as an effective tool for fostering a moral and spiritual personality in a multicultural environment.

The article is devoted to the problem of distinguishing between the concepts of "foreigner" and "bilingual" in the context of the current multi-ethnic situation in educational institutions of the Russian Federation. Based on the analysis of scientific literature, the article systematizes approaches to defining these concepts and their differentiation. The article describes the characteristics of foreign and bilingual students, taking into account their level of Russian language proficiency and their communicative competence.

The article is devoted to the use of digital technologies in teaching Russian as a foreign language. Special attention is paid to individual electronic resources through which these technologies are implemented. Verb words are used as material to demonstrate the possibilities of resources. The developments presented in the article may be useful for teachers of Russian as a foreign language and for anyone interested in the teaching methodology of Russian language in the context of digitalization of education.

In the context of the globalization and internationalization of higher education, professional musicians must possess English language proficiency sufficient to participate in international master classes, collaborate with foreign colleagues, apply for grants, and access authentic professional materials. Professional communication among musicians is characterized by multimodality, high contextual dependence, and the close integration of verbal language with gestures, sound, and demonstrations–features that distinguish it significantly from standard academic discourse. However, current approaches to teaching English in conservatories and university music departments often fail to address these specific linguistic and professional needs of music students, resulting in insufficient levels of communicative competence and restricted professional mobility. The objective of this study is to develop a comprehensive model for teaching English to students in university music departments – a model designed to bridge the gap between general language instruction and the specialized communicative needs of professional musicians. The primary methodological approach involves a comprehensive theoretical synthesis that integrates the concepts of English for Specific Purposes (ESP), task-based learning methodologies, the principles of Content and Language Integrated Learning (CLIL), and needs analysis models. Key Findings: The proposed model comprises four interconnected components: a needs analysis system adapted specifically to the context of music education; principles for curriculum design utilizing authentic musical content; pedagogical strategies for fostering communicative competence through professionally relevant tasks; and assessment procedures aligned with the requirements of professional communication. Specific implementation mechanisms and effectiveness criteria have been developed for each of these components. The theoretical significance of this research lies in its contribution to the theory of English for Specific Purposes instruction through the development of a specialized pedagogical model for music education – a model that effectively integrates linguistic, cognitive, and professional-musical dimensions. The practical significance lies in providing curriculum developers and educators with concrete recommendations for creating effective language programs that enhance the professional competence and international mobility of music graduates.