Language training of cadets in ministerial educational organizations as a way of ensuring social partnership

Based on scientific and pedagogical literature, the article examines conceptual approaches to defining the process of language training of cadets in foreign language classes in educational institutions of the Ministry of Internal Affairs of Russia. Language training is considered as a means of ensuring social partnership. The relevance of analyzing the implementation of language training for cadets of departmental educational organizations is determined by the increasing migration flow and the current situation in the arena of domestic and foreign policy in the Russian Federation, the need to implement measures aimed at maintaining public safety and deterring external threats. These provisions require a rethinking of conceptual approaches to the language training of future law enforcement officers as a means of implementing social partnership. In the framework of this research have been applied various general scientific methods, in particular, analysis, synthesis, description and theorization. In the context of social partnership are used various scientific research techniques, that contribute to improving interaction and mutual understanding between various social partners in order to achieve common goals and solve social problems. The study of language practices in native and foreign languages used by teachers with cadets and trainees during training was carried out using discourse analysis. The analysis of professionally oriented situations helps to identify semantic and ideological attitudes and strategies that contribute to achieving the goals of professional communication and a better understanding of the positions and interests of the parties. Due to the use of the visualization method (cognitive profiling) during language training knowledge structures and perceptions of participants in a professionally oriented dialogue between police officers and the civilian population there is the opportunity to assess how different parties perceive information (a problem) in their native and foreign languages, use it, and what arguments they can provide to substantiate their point of view in search of ways to reach a compromise. A key aspect during language training in both native and foreign languages is the linguistic analysis of texts, which involves studying vocabulary, grammatical structures found within them, as well as stylistic and national features that may hinder the comprehension of new information. Learning about the culture of the country whose language is being studied is included among the topics to be mastered at the initial stage. The ethnographic approach is used to bridge cultural gaps and remove barriers between communication participants. Conducting a sociolinguistic analysis makes it possible to establish the relationship between society and language (native and foreign), determines the social factors that determine the use of native and foreign languages in the framework of social communication and partnership, as well as the effectiveness of the use of a foreign language by police officers in the performance of professional tasks. The translation method in the study allows us to take into account both the experience of language training and the specifics of vocational education in foreign countries. The content method is applicable in the process of working in foreign and native language classes when parsing texts on topics covered by the disciplines’ work programs. The method is used to identify key ideas that are subsequently actively discussed and argued in the classroom using a dialogue approach and communication technologies with cadets and trainees.