LINGUODIDACTIC POTENTIAL OF MODELING EDUCATIONAL MATERIAL IN THE TRAINING OF RUSSIAN LANGUAGE AND LITERATURE TEACHERS

Abstract

This article examines the linguodidactic potential of modelling educational material for the preparation of future teachers of Russian language and literature. We proceed from the view that modelling is a leading method of scientific inquiry with strong heuristic power: it reduces complex phenomena to tractable representations, renders invisible mechanisms observable, and links unfamiliar content with familiar structures, thereby opening complex objects to systematic analysis. Drawing on works in linguodidactics and pedagogy, the study outlines how modelling integrates theoretical and practical components of teacher training. In our approach, models function as didactic mediators between linguistic theory, cultural context, and classroom action: they specify target competences, sequence learning steps, and define observable indicators of progress. The article synthesises theoretical arguments and classroom-based evidence from lesson design workshops and micro-teaching, showing that modelling strengthens four domains of professional readiness: planning of instruction, text work oriented to meaningful reading, intercultural communication, and reflective practice. Particular attention is given to the systemic, diverse nature of linguistic and didactic competences, which develop not as isolated skills but as an integrated set of abilities linking analysis of language and culture with pedagogical decision-making. We also discuss options for language teaching under contemporary pedagogical conditions. Rather than acting strictly by prescribed rules, teachers must make conscious choices among available methodological systems, selecting those that best fit the learning environment, learners’ needs, and curricular aims. Modelling supports such informed choice by clarifying assumptions, constraints, and expected outcomes of each method, and by enabling iterative adaptation. The practical contribution of the article is a reusable framework that maps learning outcomes to tasks and assessment criteria, helping students and teacher-educators to coordinate theory, practice, and evaluation. Limitations include the small scope of classroom evidence and the lack of delayed measurement; future implementations should expand cohorts, include comparison groups, and test long-term retention. We conclude that modelling provides a productive pathway for aligning linguistic knowledge, cultural interpretation, and pedagogical technique, and that its heuristic power remains central for preparing teachers of Russian language and literature in diverse educational settings.