EDUCATIONAL TRAJECTORY IN TEACHING SPANISH (FOREIGN AND RUSSIAN EXPERIENCE)

Abstract

Mastering foreign languages is traditionally one of the ways of obtaining universal competencies in the educational process. The choice of studying Spanish as a component of the trend of continuity of education leads to the need to create an individual educational route. The article examines the ways of forming the educational trajectory of teaching Spanish in the context of the development of intercultural communication and the increasing need of an individual for personal improvement. The study demonstrates the possibilities of choosing the forms of learning a foreign language in the Russian and Spanish educational systems, which contributes to the development of universal and, accordingly, professional competencies necessary for personal growth. The leading factor for building an individual educational route is the need for communication in foreign languages, hence the priority of the communicative method as the main form of organization of foreign language teaching. The paper considers the peculiarities of foreign language teaching styles, their connection with educational historical and cultural traditions and information technologies. The study is based on a comparative analysis of the forms of linguistic and non-linguistic education in Russia and Spain, which helps to form an individual educational route for the student. The result of the study demonstrates for the student the possibilities of obtaining linguistic and non-linguistic education in domestic and foreign teaching practices and building an individual educational route taking into account personal needs and professional motivations.