Linguodidactic Strategies for Language Training of Future Specialists Under Conditions of Educational Risks

Abstract

The article addresses the issue of transforming the language training of future specialists under conditions of global uncertainty and permanent educational risks. The author theoretically substantiates the compensatory-adaptive learning model and defines the specifics of implementing linguodidactic strategies as a tool for ensuring the resilience of the educational process. Based on the analysis of scientific discourse and the typology of educational risks, it is proven that under crisis conditions, linguodidactic strategies acquire a bifunctional status, as they serve not only as a means of forming the foreign language communicative competence of future specialists but also as an effective mechanism for the adaptation of higher education learners to environmental destabilizing factors. A correlational relationship has been established between groups of risks and priority strategies for their mitigation. It is demonstrated that organizational-technological challenges actualize metacognitive strategies, which shift the locus of control toward student self-regulation. Psycho-emotional risks are compensated by the intensification of socio-affective strategies aimed at reducing anxiety. Overcoming communicative barriers and the deficit of the language environment is ensured by compensatory strategies, while informational threats are neutralized by cognitive strategies of critical analysis. It is concluded that the implementation of the proposed approach allows transforming educational risks into drivers of professional development, turning the higher education learner into an autonomous subject of the educational process.