INNOVATIVE STRATEGIES FOR TEACHING RUSSIAN IN THE PROFESSIONAL TRAINING OF AGRICULTURAL SPECIALISTS

The article examines innovative strategies for integrating Russian language teaching into the professional training of agricultural specialists in Uzbekistan and similar post-Soviet contexts. It highlights the growing importance of Russian as a language for specific purposes (LSP) in agronomy, agribusiness, and international cooperation. Drawing on the principles of continuity, content and language integrated learning (CLIL), digital technologies, and nationally oriented methodologies, the study proposes a modular system that combines professional terminology acquisition with communicative competence development. Experimental data from agricultural universities demonstrate significant improvements in students’ lexical, syntactic, and intercultural skills when innovative methods such as interactive glossaries, popular-science text bridging, project-based tasks, and blended learning are applied. The findings underscore the need for interdisciplinary collaboration between language and subject teachers to prepare competitive agricultural specialists capable of engaging in global professional discourse. The proposed approach enhances motivation, reduces language barriers, and aligns with Uzbekistan’s national education strategy for innovative development.本研究探讨了在乌兹别克斯坦及其他类似后苏联语境下，将俄语教学融入农业专业人才职业培养的创新路径。研究着重阐明了俄语作为专用语言（Language for Specific Purposes, LSP）在农学、农业综合企业及国际合作领域日益凸显的重要性。本研究依托连续性教学、内容与语言整合学习（Content and Language Integrated Learning, CLIL）、数字技术以及本土化教学法的核心原则，提出了一套将专业术语习得与交际能力培养相结合的模块化教学体系。来自农业院校的实验数据表明，当采用交互式词表、科普文本衔接、项目式学习以及混合式学习等创新教学方法时，学生的词汇、句法及跨文化能力均得到显著提升。研究结果强调，需推动语言教师与学科教师开展跨学科协作，以培养能够参与全球专业话语交流的高素质农业专业人才。所提出的教学路径能够提升学生学习积极性、降低语言壁垒，且契合乌兹别克斯坦创新发展国家教育战略。