CRITERIA, INDICATORS AND LEVELS OF INTERNATIONALIZATION OF THE CONTENT OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION INSTITUTIONS

Abstract

The article addresses the issue of internationalization of the content of foreign language teaching in higher education institutions as one of the priority directions for modernization of the contemporary educational system. Based on the analysis of scholarly sources, the essence of the concept “internationalization of the content of foreign language teaching” has been clarified in the context of higher education. The relevance is determined by the need to ensure the quality of foreign language training of higher education students under conditions of globalization, Ukraine’s integration into the European Higher Education Area and the increasing requirements for intercultural and professional mobility. The criteria for the internationalization of the content of foreign language teaching have been substantiated, relevant indicators have been identified, and the levels of their formation have been characterized. The normative-strategic criterion for assessing the level of internationalization of the educational process and students’ linguistic readiness for intercultural professional communication has been described. This criterion reflects the degree to which the content of foreign language education corresponds to international, national and institutional strategies for the internationalization of higher education, as well as its focus on developing a competitive specialist in the global professional environment. The relevance of integrating international, intercultural and professional components into the content of foreign language teaching in accordance with the content-integrative criterion of internationalization assessment has been substantiated. The expediency and effectiveness of methods, forms and technologies of foreign language teaching have been characterized through the methodological and technological criterion. The motivational value-based criterion has been specified, enabling determination of students’ attitudes toward internationalized foreign language teaching as a resource for professional development. The competence-based and result-oriented criterion has been identified, indicating the effectiveness of forming professionally significant foreign language and intercultural competencies. The proposed system provides comprehensive pedagogical diagnostics of the state and dynamics of the internationalization of foreign language training content. The practical significance lies in applying the developed criteria, indicators and levels in designing and updating curricula, improvement of foreign language teaching methodology and in enhancing the quality of education.