Foreign Language Education in Eastern Europe in the Historical and Postmodern Discourse

Abstract

It is foreign languages that allow one to carry out one’s professional duties at the international level, in particular in the academic field. Besides, they are recognized as a key to the development of human culture, which opens new opportunities for international integration and deepens cultural, intellectual and communicative functions of languages. Considering its historical post-totalitarian specifics and social roles, the development of foreign language education in higher education institutions (HEIs) in Eastern Europe, in particular Ukraine, includes materialist and pragmatic and partly postmodernist trends, which need to be studied and analyzed in the context of a modern, postcolonial society. The research aims to systematize theoretical issues and generalize the experience of developing foreign language education for future humanities teachers in pedagogical universities in Ukraine (the mid 20th century - the early 21st century), as well identify some proper ways to implement authentic and world experience into the modern practice of training future foreign language professionals. The following pedagogical strategies are considered to be certain productive areas in the combination of classical and postmodernist trends in education: the integration of repetitive teaching methods and creative activity; the combination of modular and problem-based learning; the use of non-communicative models and cognitive strategies of foreign language education; the introduction of models of foreign language education, which make it possible to specify social, professional and research activity of the student’s personality; the reinforcement of extra-curricular activities in the context of foreign language education.

Characteristics of the Influence of Digital Technologies on the System of Learning a Foreign Language

“…Some researchers, when analysing the system of learning foreign languages, focus more on the digitalization of the education system itself. Noting that the digitalization of education must be understood as the correct use of new digital technologies, the selection of innovative pedagogical technologies that contribute to the achievement of the main goal of education -the formation of a personality that realizes itself in the conditions of a modern digital society [14][15][16].…”

“…Summing up, it should be noted that we tried to cover the previous scientific research and practical literature [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19][20] as extensively as possible, but there is room for growth and in the future we should also consider new visions on this topic.…”

Improving the Legal Support of Linguistic and Cultural Aspects of Language Learning at School

“…Comprehensive studies that allow creating a scientifically based approach to improving the system of legal regulation of linguacultural aspects of language learning at school, especially in the context of its systemic changes, have not yet been carried out enough (Braga, 2020;Onishchuk, et al, 2021). The proposed solutions in this area concern mainly the assessment of the general state of management, the redistribution of individual functions between levels of management based on subjective ideas about the effectiveness of their implementation, the creation of public administration bodies and the organization of management in educational institutions.…”