The article addresses the issues of the formation regarding the professional competence of Russian as a foreign language (RAF) teachers in the conditions of digitalization of the educational process. The main focus is on the essence of information and communication-technological competence (ICT competence).The component structure of the ICT competence teacher has been determined on the basis of which the structure of competence was stated. It was completed the characteristic of the types activities by teachers, the levels of assimilation of these types of activities, and criteria. In accordance with the obtained structure, it was identified the indicators of the ICT competence teacher in the education's digitalization. Based on the formulated indicators for the manifestation of competence, consisting in the totality of knowledge, skills, possession, presence of motivation and necessary personal qualities, it was made an attempt to describe the content of the ICT competence. Received structure of the ICT competence and indicators of the ICT competence of teacher served as a basis for setting guidelines for selecting the content of an educational program aimed in training teachers in a digital environment. It was highlighted the academic disciplines that contribute to the development of the ICT competence of teachers.Keywords: Russian as a foreign language, professional competence, information and communication and technological competence (ICT competence), ICT competence structure, ICT competence indicators, guidelines for selecting the content of an educational program.

The article is devoted to alterity as a communication category in terms of linguocognitive and discursive approaches. The article gives an in-depth insight into alterity as a communication category in the cognitive and discursive aspects. Being an indispensable part of communication and cognition, the category has its own meaning presenting the communicative interaction within the frame "I – the Other". The category of alterity has its own set of category properties, which are specified uniquely in different languages. The article includes a description of the linguistic means and communicative strategies and tactics, with the help of which the category of alterity is realized in fiction. The category content is variable in the discourse, and it serves ground for the ecological and non-ecological modes of communication. The results of the research are verified with the help of the following methods employed in the research: the analysis of key concepts, comparative analysis, contextual analysis, discursive analysis. The study of special linguoallological (from allology – a science about the Other) competence forms the perspective of the research.

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The article defines and clarifies the concept of the communicative-ethnographic approach in two directions: "communicative" and "ethnographic". The ethnographic approach allows us to consider the interaction of cultures of different ethnic groups that reside in a particular area. The implementation of this approach from the point of view of cultural studies is similar to its implementation from the point of view of sociology. The formation of communicative and intercultural competencies (foreign language) is one of the important goals of teaching a foreign language. This approach is intended of foreign language and culture under the conditions of linguistic and sociocultural environment, also, it remains one of the cultural learning approaches towards the language. Some characteristics of the communicativeethnographic approach state about the didactic and methodological potentials of immersion in a linguistic and cultural environment with the intention to study a foreign language and culture.

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