Implementation of teaching foreign language principles for future primary school teachers

The article is devoted to the implementation of general educational and didactic principles of foreign language teaching in the educational process of higher education institutions in the context of training future foreign language teachers. Foreign language training is an important component of the professional training of future pecialists. The aim of foreign language disciplines is to develop foreign language competence, improve students’ oral and written communication skills within a specific subject area, and develop skills.General educational principles that shape the characteristics of foreign language learning in the context of the sociocultural paradigm of education are highlighted: the principle of balance between the necessity and sufficiency of learning activity, the principle of the level of assimilation and accessibility of content and format of learning, the principle of rofessional and everyday orientation of the learning process. The possibilities for implementing didactic principles of foreign language teaching in the context of professional training of future primary school teachers are analyzed. Didactic principles of a general pedagogical nature, which are implemented in the educational process during foreign language training, require the structuring of teaching materials in accordance with the purpose of their use. Important aspects of foreign language teaching are highlighted, the consideration of which will contribute to improving the effectiveness of foreign language training for future specialists based on modern foreign language teaching technologies. It should be noted that the reorientation from the content-based nature of education to a humanoriented dimension has led to fundamental changes in the teaching and methodological cluster of foreign language teacher training. The advanced and optional levels opened up new perspectives for teachers, as they could independently choose the proportion of teaching material, which expanded the potential for learning activity. Gaining a certain degree of autonomy in the organization of the educational process allowed teachers to diversify their foreign language teaching. In other words, knowledge of a foreign language retained the fundamental characteristics of teacher competence, while the organization of the educational process provided for the application of pedagogical flexibility and diversity.