DYATLOVA E. BILINGUAL FOREIGN LANGUAGE TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS: THE SEARCH FOR SYSTEMIC SOLUTIONS. LIFELONG EDUCATION: The 21st Century.
2026. Vol. 14. No. 2. DOI: 10.15393/j5.art.2026.12245


Vol. 14. No. 2.

Lifelong learning in the modern world: the research and design methodology
pdf-version

BILINGUAL FOREIGN LANGUAGE TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS: THE SEARCH FOR SYSTEMIC SOLUTIONS

DYATLOVA Elena N.
Doctor of Pedagogical Sciences, Associate Professor, Vice-Rector for Academic and Methodological Work
Lugansk State Pedagogical University
(Lugansk, Russian Federation)
dyatlova-elena@list.ru
Keywords:
professional and pedagogical training
linguodidactic system
bilingual foreign language training
foreign language teacher.		 Abstract: the article is devoted to the study of the systemic foundations of organizing bilingual training for future foreign language teachers. The relevance of a problem is determined by the need to identify effective approaches to the development and implementation of linguodidactic systems aimed at the development of bilingual pedagogical activity readiness among future foreign language teachers. We made an attempt to conceptualize scientific and practical developments related to the system construction of professional and pedagogical future bilingual teachers training based on the analysis of the experience of organizing foreign language training for specialists in the field of linguistics and pedagogy. Accordingly, the purpose of the study is to develop and substantiate a linguodidactic system of bilingual foreign language training for future foreign language teachers and to present its model structure. Methodologically, the study is based on dialectical, systemic, anthropological, competence-based, bilingual, cultural, and activity-based communicative approaches, as well as on the principles of pedagogical design and modeling. The research applies both theoretical (analysis, synthesis, formalization, design, modeling, idealization) and theoretical-empirical (observation, examination, description) methods of scientific inquiry. The study raises the issue of integrating bilingual competence into the design system of the content and procedural aspects of teacher training programs, in which students master two foreign languages and two corresponding teaching methodologies. The article presents the characteristics that a linguodidactic system of professional and pedagogical bilingual training should meet. The results of the system’s development are presented, along with a description of its integral structure, consisting of interrelated components: target, conceptual, content-related, procedural-activity, control-evaluative, and effective components. All of them are functionally oriented toward forming the bilingual competence of future foreign language teachers. Particular attention is paid to describing the components and subcomponents of the system, providing a holistic understanding of their functional purpose and the nature of their interactions. We also present a structural model of the system.
Paper submitted on: 01/18/2026; Accepted on: 04/28/2026; Published online on: 06/26/2026.

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DOI: http://dx.doi.org/10.15393/j5.art.2026.12245