FORMATION OF LINGUO-PROFESSIONAL COMPETENCE IN FUTURE FOREIGN LANGUAGE TEACHERS THROUGH AN INTEGRATIVE PROFESSIONAL MODULE

Abstract

The article examines the formation of linguo-professional competence of future FL teachers through an integrative professional module supported by digital tools and situation- modeling technologies. The relevance of the study is determined by the increasing demands for the preparation of future foreign language teachers capable of effectively working in digital and intercultural educational environments. Linguo-professional competence is defined as a multidimensional construct integrating linguo-communicative, methodical, operational-regulatory, and analytical-digital subcompetencies. The proposed integrative professional module is based on external and internal interdisciplinary integration. External integration combines professional training disciplines as well as digital educational tools. Internal integration aligns learning objectives, content, activities, competencies, and pedagogical technologies. Situation-modeling and digital tools are used to create practice-oriented learning environments simulating professional teaching context. An experimental study involving 60 bachelor students compared traditional instruction with training based in the integrative professional module. The results demonstrate a significant increase in the formation of linguo-professional competence in the experimental group. The findings indicate that the integrative professional module enhances professional communication, methodical readiness, digital and reflective abilities of future FL teachers. The current study concludes that the integration of digital tools and situation-modeling technologies provides effective conditions for the systematic formation of linguo-professional competence, enhancing the professional training of future foreign language teachers, and can be applied to modern foreign language education.