PEDAGOGICAL STRATEGIES FOR SUPPORTING LANGUAGE COMMUNICATION AND PRESERVING CULTURAL IDENTITY OF INTERNATIONAL STUDENTS

Abstract

Purpose. To identify and systematize pedagogical strategies that contribute to the support of language communication and the preservation of the cultural identity of international students. Methods. Within the framework of this study, theoretical methods were used to systematize scientific approaches related to the problem of supporting language communication and preserving the cultural identity of foreign students, namely, categorical-definitive (terminological) and contextual analysis to outline the contextual relationship of the concepts of “cultural identity”, “language communication”, “pedagogical strategies”; comparative-historical method in order to compare different stages and approaches to studying the role of language in the formation of the cultural identity of foreign higher education applicants, which made it possible to identify the features of the implementation of state educational policy on a specific topic. Results. The study confirmed the crucial role of language communication in the formation and preservation of the cultural identity of international students, especially in the context of increasing academic mobility. Theoretical analysis of the works of domestic and foreign scientists showed that the successful integration of international students depends on the comprehensive application of three pedagogical strategies: integration of elements of the native language and culture into the educational process of higher education institutions of another country, the use of project and cooperative forms of learning for international students, as well as the formation of a multicultural environment and support for tolerance in the process of linguistic communication and the preservation of the cultural identity of the studied contingent. This approach makes it possible to consider individual cultural characteristics, increases motivation for learning, and promotes the development of intercultural competencies in a multicultural student community. Conclusions. The proposed strategies have confirmed their effectiveness in ensuring a stable connection between international students and their native culture while enabling them to adapt successfully to the new educational environment. The comprehensive application of these strategies allows universities to respond to the challenges of globalization, promote the mutual enrichment of cultures, and develop tolerance among students. Further research could focus on deepening the practical tools, particularly developing curricula and interdisciplinary projects that combine approaches from linguistics, pedagogy, and sociocultural studies.