The paper covers the issues of theoretical frameworks  that are being developing around subjectivity and the utility of subjective language in future spealists’ language learning. This draws from a wide range of philosophical and socio-psycological work on language acquisition and the role of reflexitivity as a vehicle for interculturality. The study reflects emperical analysis based on observation, interviewing, testing and pedagogical experiment. Using innovative ways of engaging subjectivity and reflexivity in teaching, learning and research led to designing a model for students’ reflective and intercultural potential, which is a challenge in  reflexive and intercultural process of linguistic development in Higher school of foreign languages and translation studies.   Keywords: Linguistics, education, subjectivity, reflexivity, interculturality

The modern context of social development lies in the concept of continuing education as a fundamental imperative of education strategy globally and nationally. Continuing education must be seen as a crucial principle of constructing a new model of education with integrity as a factor, regulating the activities of various educational institutions: main and complementary; basic and optional; state and public; formal and informal. In putting forward the idea of continuous education, most teachers agreed that the initial teacher training should be seen as a first stage in the professional teacher education. There is no mistaking that constant updating and development of general professional and pedagogical knowledge, adopting new challenges in education, are likely to disclose future teacher professional skills and efficiency to the full.

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The article deals with the problem of ethnocultural component of foreign language learning in a secondary school. The educational and methodical courses "Welcome to Tatarstan" and "Tatarstan and the World", which