PEDAGOGICAL CONDITIONS ENSURING CONTINUITY IN FOREIGN LANGUAGE EDUCATION

Study draws attention to the relevance of the issue of linguistic continuity in the system of continuous agrarian education. The aim of the work is to identify pedagogical conditions that contribute to maintaining the connection between agricultural schools and agrarian universities in teaching foreign languages. The author presents a model of pedagogical conditions aimed at ensuring continuity in teaching a foreign language from “agro school” to “agro university” with the goal of forming competitive graduates. The basis of this model is a high level of language competence among future agrarian university students, especially in the context of agricultural education. The paper presents four key pedagogical conditions for the successful implementation of the model: establishing partnerships between agricultural schools and agrarian universities, developing a special course program for foreign language teachers in agricultural schools, creating methodological recommendations for teachers, and integrating an agricultural component into the agricultural school curriculum. The author emphasizes the importance of legislative foundations for educational program continuity and highlights the problem of insufficient formal implementation of this principle, particularly in the field of agricultural education. Building on previous research and concepts, the article discusses the need to develop pedagogical conditions to ensure continuity in foreign language learning from an agricultural school to an agrarian university. Such conditions should contribute to maintaining the integrity of the educational process and ensuring continuity in language learning. The author emphasizes the importance of creating a specialized educational environment that supports the comprehensive development of students’ personalities and fosters the development of their language competence in the agricultural sphere. An experiment was conducted among students in grades 10-11 from three agricultural schools in the Sakha Republic (Yakutia). The results of the survey indicate that the use of practical exercises, agricultural scenarios, and teaching methods typical of universities significantly improved students’ language skills and confidence in transitioning to higher education. The integration of the agricultural component also contributed to a deeper understanding of the material and the practical application of the foreign language in the agricultural field. These results confirm the positive effect of implementing a model that supports educational continuity in the agricultural sphere.

pedagogical conditions, linguistic continuity, continuity, foreign language, agricultural education, model, students, agricultural school, agricultural university, agricultural component, survey, partnership, courses

Matannanova M. V. Pedagogical conditions ensuring continuity in foreign language education. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2024;2(67):508—514. DOI: 10.25683/VOLBI.2024.67.1004.