Russian as a non-native and foreign language in modern higher education: methods, tutorials, individual learning strategies

The article highlights the methodological techniques and technologies that are relevant to the methodology of teaching Russian as a foreign language and allow teaching the language of a specialty from any level to the required one. The methodological basis of the Russian language, which has gained a foothold in the Russian Federation in the status of a native, second native, non-native, second, and foreign Russian language, motivates RFL teachers to develop and implement modern technological methods that make it possible to build the system of education for this contingent in a Russian university as efficiently as possible. Elements of hybrid learning, actively implemented in universities of all profiles, make it possible to flexibly use methodological developments to form individual strategies for achieving the main educational goal and personal results. Nevertheless, the lack of uniform departmental recommendations and the documented final level of proficiency in Russian at the university and postgraduate levels of education complicates the process of creating unified textbooks and teaching aids for foreign students of each individual profile. The experience of working with educational materials, created in universities, shows the need for their wide dissemination through the implementation of the idea of common departmental libraries. We offer a model of a modern contextual manual, using up-to-date pedagogical and technological solutions for joint testing in universities of different profiles.