TRANSFORMATION OF FOREIGN LANGUAGE TEACHERS’ LINGUOMETHODOLOGICAL COMPETENCE: FROM HISTORICAL FOUNDATIONS TO THE CHALLENGES OF ARTIFICIAL INTELLIGENCE
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Author(s): | Razov D. A., Salekhova L. L., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The study aims to identify the logic underlying the transformation of foreign language teachers’ linguomethodological competence from the historically established system of professional knowledge and skills to its contemporary configuration shaped by artificial intelligence in language education. The research is based on foundational works in Russian foreign language teaching methodology, studies of the evolution of language education, and recent publications on teachers’ digital competence, AI literacy, TPACK and AI-TPACK models, and subject-specific uses of intelligent technologies. The methods include theoretical analysis and synthesis of scholarly literature, comparative historical analysis, comparison of competence models, and pedagogical modelling. The findings show that linguomethodological competence is developing cumulatively: knowledge of the language system has been progressively supplemented by psycholinguistic, communicative, intercultural, instructional design, and digital skills. The current increment does not replace traditional professional actions but changes their operational structure within the “teacher – AI – learner” system. The selection of an instructional text, exercise design, and assessment of written work illustrate a shift towards a cycle of setting parameters, receiving an output, critically verifying and editing it, and making the final pedagogical decision. Comparison of contemporary approaches demonstrates that general models of AI competence require subject-specific elaboration for language education. The scientific novelty lies in the authors’ definition of AI-related linguomethodological competence and in a three-component model comprising linguistic, methodological, and technological components. The theoretical significance consists in specifying the subjectrelated nature of foreign language teachers’ AI competence; the practical significance lies in the model’s applicability to teacher education and continuing professional development. | ||
| Keywords: | linguomethodological competence, foreign language teacher, artificial intelligence, language education, digital transformation, neurolinguodidactic competence, AI-TPACK, AI literacy, instructional design, prompt engineering, teacher education, artificial intelligence ethics |
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| For citation: | Razov D. A., Salekhova L. L. Transformation of foreign language teachers’ linguomethodological competence: from historical foundations to the challenges of artificial intelligence. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):263—272. DOI: 10.25683/VOLBI.2026.76.1719. |
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