Model of organizational, methodological and personnel support for educational activities in Russian in the Tanzanian education system as a theoretical construct

Abstract

The article updates the importance of promoting the Russian language in foreign countries in modern geopolitical conditions, one of the tools of which is assistance to foreign partners in organizational, methodological and personnel support for teaching Russian as a foreign language. The importance of developing a model of organizational, methodological and personnel support for educational activities in Russian in the education system of the United Republic of Tanzania is substantiated. It is proved that the model developed is a normative model that reflects ideas on improving pedagogical activities for teaching Tanzanians Russian. The main functions of the model are explanatory, illustrative, informational and projective ones. The leading idea of the model is proposed: «Language is the best mediator for establishing friendship and harmony» (Erasmus of Rotterdam). The block structure of the model is substantiated and the content of the target, analytical-diagnostic, motivational, methodological, content-design, methodological and performance-prospective blocks is revealed. The interpretation of organizational, methodological and personnel support for educational activities in Russian in the education system of the Republic of Tanzania is argued as a set of educational resources and pedagogical conditions that ensure the effectiveness of educational activities in Russian in the Republic of Tanzania, both in terms of increasing the level of teaching Russian as a foreign language and in part of promoting the interest in the Russian language among Tanzanians. Scientific approaches to the development of organizational, methodological and personnel support for educational activities in Russian in the Tanzanian education system and the principles of their implementation are outlined, including systemic, communicative-active, competence-based and cultural approaches, the principle of integrity, the principle of structure, the principle of dynamism, the principle of completeness of information provision, the principle of compliance with the speech needs of students, the principle of didactic consistency, the principle of personal orientation, the principle of activity, the principle of dialogicity (dialogue of cultures), the principle of cultural conformity.