Practices of Teaching the Russian Language in the System of Professional Development Courses for Teachers of the Russian Language and Literature in the Republic of Armenia

This paper discusses some issues of the status of the Russian language for the CIS countries, and offers recommendations for the systematic organization of training in innovative practices. It is proposed, in particular, tuse the Common European Framework of Reference (CEFR) as a method for assessing the level of language proficiency in the learning process and defining the goals of each lesson. In the course of the study, we found that in the Republic of Armenia, out of 1350 schools, 65 are schools with in-depth study of the Russian language; 45 with Russian as the language of instruction for ethnically non-Russian children; 30 - for densely residing national minorities. Armenia is a monoethnic country. Only Russian is used by 5% of the population. Thus, the method of teaching the Russian language in schools with the Armenian language of instruction has become a kind of indicator for determining the quality of teaching Russian as a foreign language (or ILV) and identifying the problems of mutual influence of languages - invariable processes of transposition and interference. After analyzing the body of textbooks for schools developed in the last decade, we come to the conclusion that modern textbooks cognitively enrich students in various fields of knowledge and familiarize them with examples of high artistry, thereby fulfilling the aesthetic and educational task.