Pedagogical design of a Russian language lesson in a translingual environment: practices and tools (using the example of the educational process at the Faculty of Russian Philology of the Arabaev Kyrgyz State University)

   The article is devoted to the theoretical understanding and practical justification of the pedagogical design of the Russian language lesson in a translingual educational environment typical of modern universities in Kyrgyzstan.

   Russian studies at the Faculty of Russian Philology of the Arabaev Kyrgyz State University, where students speak several languages (Kyrgyz, Russian, Uzbek, Tajik, etc.) and actively use them in educational communication, are given special attention.

   The paper analyzes the key approaches underlying the effective design of a Russian language lesson in a multilingual space: a translingual approach, a communicative-activity approach, and culturally oriented learning.

  The importance of taking into account the language repertoire of students, flexible transition between languages, the use of interlanguage comparisons and code-mixing as a didactic tool, rather than an obstacle, is emphasized.

   The work examines methodological tools that contribute to the formation of linguistic flexibility, the development of intercultural communication skills and increase motivation to learn Russian as a non-native language. Among them are multimodal assignments, problem-oriented projects, digital platforms, interactive practices based on students’ speech experience in different languages. Based on the experience of teachers of the Faculty of Russian Philology, practical lesson models are presented: translingual warm-ups, working with texts through the comparison of language structures, group project activities using different languages, tasks for the development of critical thinking and reflection on language choice. The principles of pedagogical design that ensure the adaptation of the educational process to the multicultural and multilingual composition of the audience are described: variability, inclusiveness, individualization, cultural sensitivity and integration of digital tools. Thus, the article demonstrates how a thoughtful pedagogical design of the lesson allows not only to improve the quality of teaching Russian as a non-native language, but also to support the natural multilingualism of students, turning it into a resource for personal and academic development.

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