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The article is devoted to a new paradigm of considering the professional communicative competence of the language teacher in keeping with the changing approach to the description of the content of language education, which is reflected in the documents of the Council of Europe, in particular the latest Companion Volumes to the Common European Framework of Reference for Languages (CEFR) from 2018 and 2020. These documents indicate a transition from four traditional language skills: listening, reading, speaking and writing (which laid the basis for the Russian language teaching tradition) to four modes of communication: reception, production, interaction and mediation. The reasons for and the essence of these changes are described in the first part of the article. Then the article summarizes the leading theories in the study of the language teacher’s professional communicative competence in Russia and presents a revised definition of the professional communicative competence. After that it provides definitions in Russian of the four modes of communication, as well as activities and strategies within them. When considering each mode of communication, their manifestation in the context of the language teachers’ target language use domain is described. In conclusion, the article presents a functional model of communicative activities of reception, production, interaction and mediation as part of the language teacher’s professional communicative competence.

The article discusses the strategies for using artificial intelligence (AI) in the context of providing written corrective feedback in language education. It provides an overview of the latest research in this area, starting from the most significant publications in the field of Russian neurodidactics and international conferences dedicated to the use of AI in education, to practical examples of using chatbots for feedback in language teaching. The article emphasizes the transformation of the role of language educators through the application of artificial intelligence, highlighting the importance of focusing the teacher on the essential aspects of students’ communicative development while delegating the technical aspects of proofreading written assignments to artificial intelligence. The application of such technologies changes the ways feedback is provided, allowing for a more in-depth linguistic analysis and the creation of more extensive comments on written works. Examples of specific requests made to artificial intelligence when marking assignments and examples of their implementation are provided. In addition, the article summarizes the strengths and weaknesses of using AI technologies for assessment and draws conclusions about its role in providing written corrective feedback. The article also highlights the need for a thoughtful integration of AI into the educational process and calls for further research on the impact of artificial intelligence technologies on the development of students’ written productive language skills.

The article discusses the changes in the state final certification program for students in the field of “Linguistics,” profile “Intercultural Communication,” that occurred in the 2023-2024 academic year. In the context of globalization and the increasing significance of intercultural communication, the relevance of using portfolios as an assessment tool is emphasized, as it allows for an expanded testing construct and a deeper reflection of students’ knowledge and skills. A detailed description of the new structure of the state final exam is provided, which includes all communicative activities: reception, mediation, interaction, as well as production, representing both oral and written speech. These changes are aimed at developing comprehensive skills in students that are necessary for successful interaction in a multilingual environment.

The article also addresses changes in the procedures and assessment criteria, which allow for a more objective evaluation of students’ achievements. Key stages of the exam preparation course are analyzed in detail, highlighting potential organizational, methodological, and psychological challenges that both students and instructors may encounter. The experience of conducting the exam is summarized, including feedback from the subject-examining commission and students, as well as a discussion of the impact of format changes on learning and exam preparation, underscoring the importance of adapting the educational process to contemporary requirements.

This article focuses on the development of a model for professionally- oriented language training and development of foreign language teachers. The relevance of the research is explained by the need to improve the quality of pedagogical education in Russia, as reflected in national educational projects and concepts. The authors analyze existing approaches to teacher training, highlighting key problems such as uneven quality of training and lack of shared approaches to its implementation.

The proposed model includes five main blocks: normative-goal-setting, methodological, content-technological, competence-based, and result-oriented. The normative-goal-setting block is based on state educational standards and professional teacher standards. The methodological block relies on action-oriented, interdisciplinary, competence-based, communicative, integrative reflective, socio-cultural, and strategic approaches. The competence-based block defines the basic professional competencies of a language teacher, such as general pedagogical, linguodidactic, communicative, managerial, research, and self-educational. Special attention is paid to professional communicative pedagogical strategies, which are considered a key element of the learning content. The content-technological block includes a learning resource module with programs of disciplines and advanced training, as well as methods and forms of personality-oriented and blended learning. The importance of a unified assessment toolkit for comparing the level of training of students and practicing teachers is emphasized.

The effectiveness of the model is aimed at increasing the number of language teachers with developed professional communicative competence, which, in turn, should contribute to improving the quality of pedagogical communication in the country. The experience of implementing the model in a number of leading universities in Russia confirms its potential for further implementation.