The article is devoted to the problem of students' training of the first educational level of pedagogical specialities (Primary and Preschool education) to the implementation of augmented and virtual reality technologies in foreign languages teaching. The notions of AR and VR technologies are clarified, and the necessity and specifics of the use of AR and VR technologies in foreign language teaching are explained. The article observes the use of AR and VR technologies in foreign language teaching as an essential part of the digital competence of the modern teacher. The choice of teaching methods, technologies, and tools in foreign language teaching is emphasized. Therefore, the professional training of pedagogical speciality students’(the first education level) significance is grounded. The depicted examples of such training are based on the working curriculum of the discipline “Mobile learning technology in foreign language teaching of preschool children”. This discipline is taught at Borys Grinchenko Kyiv University, and it is designed for the students of 012 Preschool education. This article focuses on the module “Mobile learning technology in foreign language teaching of preschool children,” which involves mastering AR technologies in teaching a foreign language at the preschool. The expected learning outcomes for the first education level pedagogical speciality students in terms of their professional training to use AR and VR technologies in foreign language teaching are discussed.

The article is devoted to the issue of development of preschool education specialty students of the first education level (bachelor’s) digital literacy skills within a discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children». The correlation between the content of the working curriculum of the discipline as well as the methods used and development of the preschool education specialty students’ digital literacy skills has been stated. It was proven that the development of preschool education specialty student’s digital literacy skills depends on the activities offered within the learnt content and their self-study that occurs due to the specifics of their distance learning. Sharing experience is pointed out as a necessary component in mastering various digital tools and improving the level of digital literacy. The article presents the experience of teaching a discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children» for preschool education specialty students of the first educational level on the Faculty of Pedagogical Education in Borys Grinchenko Kyiv University. It gives overview of the working curriculum of the discipline, content modules and specific activities offered within the study of preschool education specialty students from the second till the fourth courses. Also, the article presents an algorithm of the creation of digital content by preschool education specialty students within the discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children». Based on the described theoretical background of the way the digital literacy skills of the future preschool teachers are formed within the aforementioned discipline the necessity for further empirical testing of the level of digital skills development is underlined as well as analysis of their practical readiness to use digital tools in their future professional activities.

The article is devoted to analyzing the educational potential of augmented reality (AR) and virtual reality (VR) technologies in teaching foreign languages, specifically in the professional training of future teachers. The possibility and benefits of introducing AR technologies in the system of teachers’ professional training are based on the experience of the discipline «Modern Technologies of Teaching a Foreign Language to Preschool Children», which is taught during the first (bachelor's) level of education to students of the 012 Preschool Education Specialty at the Faculty of Pedagogical Education in Borys Grinchenko Kyiv University. The literature analysis and the description of the empirical experience of the interaction and implementation of AR and VR technologies in the course content are the major research methods used in this article. The article performs an analysis of the advantages and disadvantages of AR and VR technologies in foreign language teaching. The didactic potential of both aforementioned technologies is identified, including the improved learning environment, increased motivation, interaction, and content retention, the richness of multimedia modes, better visualization, and suitability for special learning needs. The article emphasizes the influence on multiple language skills and vocabulary development (vocabulary acquisition, phonics, pronunciation, comprehension, writing, reading, speaking, improved communication, and general learning skills). The data received proves the suitability and benefits of implementing current AR technologies in the professional training of future teachers and language teaching in general, as opposed to VR technologies that are limited due to their drawbacks that outweigh their current advantages, but still allow them to be considered a very powerful tool in the near future. Still, their partial accessibility by learners gives them the right to be used in terms of the realization of individual approaches. As a result of this article, a list of AR and VR technologies that could be used in foreign language teaching is revealed. The perspective of future research could focus on the analysis of specific technologies from AR or VR groups

The article is devoted to the analysis of the educational potential of the Metaverse Studio application as an innovative AR technology in foreign language teaching. The research is based on a literature review, synthesis, generalization, and systematization of the existing research and personal experience of the use of the software. The presented study proves the efficiency of the introduction of AR technology in foreign language teaching due to its versatility, immersion and engagement, motivation, and better learning outcomes it provides. It has been proven and revealed that the Metaverse Studio application applies to various language aspects such as phonetics, grammar, and vocabulary. Due to the rich variety of scenes introduced by the aforementioned AR software, it could be also used as a storytelling tool, puzzle, and trivia games tool as well as the way of effective introduction or a visual element of a project work via the creation of a media wall. Moreover, the use of the Metaverse Studio application offers poll features that could serve in terms of a warm-up at any lesson or topic or as a way for getting quick feedback, or as a reflection tool. The methodical aspects and the importance of sequencing in terms of the use of the software are highlighted and presented in the video posted on the author’s YouTube channel. The specifics of the software’s dashboard mode, storyboard mode, and setup behind the experience of content creation are visualized and explained in the article. The links to the official website and Metaverse AR platform YouTube are also provided since the support of the software is not available anymore. The benefits of the use of AR software in foreign language teaching as an innovative AR technology and Metaverse Studio application, in particular, are emphasized and arguments in the study.

Реалії сьогодення зумовлюють постійний перегляд до змісту професійної підготовки майбутніх фахівців. Відтак, необхідність оволодіння ними цифровими навичками серед іншого передбачає формування їх умінь застосовувати імерсивні технології у навчанні іноземних мов дітей дошкільного віку, оскільки вони є одними з найактуальніших інноваційних технологій, що впроваджуються в освітній процес на сучасному етапі розвитку освіти [1]. Відтак, професійна підготовка студентів педагогічних спеціальностей, зокрема 012 «Дошкільна освіта» потребує урахування освітніх запитів для відповідності сучасним вимогам та освітнім перспективам.