THE NATIONAL LINGUISTIC PERSONALITY OF THE FUTURE TEACHER OF UKRAINIAN LANGUAGE AND LITERATURE AS A PHENOMENON OF MODERN LINGUODIDACTICS

Abstract

The article examines the role of language as a fundamental tool of thinking and personal communication, as well as a key factor in shaping the national identity of a people. The purpose of language education in the training of philology students is outlined in the context of contemporary social challenges and the needs of the Ukrainian educational space. The study substantiates the thesis that the investigation of a linguistic personality outside the national context is conditional, since it is a nationally determined phenomenon reflecting the specific worldview and speech behavior of a language speaker. The expediency of distinguishing between the concepts of linguistic personality and national linguistic personality is justified, with particular emphasis placed on the role of the linguocognitive level in shaping the national and cultural specificity of a linguistic personality. It is established that the national linguistic personality of the teacher of Ukrainian language and literature is the defining linguodidactic phenomenon in modern education, integrating linguistic competence, national and cultural identity, value orientations, and the professional activity of the educator. Its formation involves not only thorough mastery of the norms of the Ukrainian language but also a deep awareness of language as a bearer of the spiritual experience of the people and a way of conveying national meanings. The research shows that the purposeful training of future teachers of Ukrainian language and literature should be based on a combination of linguistic, cultural, and axiological approaches, which ensures the development of professionally significant communicative skills and national consciousness and contributes to the formation of a teacher capable of effectively implementing educational objectives, navigating the modern sociocultural space, and shaping students’ linguistic and civic positions. The conclusions emphasize that an important task of modern higher education is the formation of a national linguistic personality of the educator, capable of a high level of proficiency in the Ukrainian language and its appropriate use in various communicative situations. The key directions of this process are identified as selfimprovement of the speaker, awareness of the importance of engagement in Ukrainian cultural discourse, and the formation of a linguistic and national linguistic worldview.