Use of innovative social and cultural discursive practices in implementation of master's programs in the field of foreign language education

Problem and purpose. The article deals with the conditions of using innovative social and cultural discursive practices in the implementation of master's programs in the field of foreign language education in accordance with the principles of an integrative approach that ensures the interaction of the social and cultural component with the media and multimedia environment. The authors give recommendations on the model development and practical approbation of an integrative course that takes into account national and international standards of education in the field of discursive practices. The master's programs realized at the faculty of foreign languages of Krasnoyarsk State Pedagogical University named after V.P.Astafiev “Modern linguistic education” (intramural education) and “Innovative technologies in foreign language education” (extramural education), training program 44.04.01 “Pedagogical education” are taken as an example. The purpose of the article is to present the author's recommendations on the implementation of innovative social and cultural discursive practices in master's programs in the field of foreign language education in the conditions of the introduction of new Federal state educational standards, providing for the formation of metasubject professional and intercultural competences. The methodology of the research is analysis of the existing master's programs in the field of foreign language education; study of the results of interdisciplinary researches of the national and foreign scientists on the use of an integrative approach to teaching in general and innovative social and cultural discursive practices in particular; analysis and generalization of the author's experience of the master's programs in the field of foreign language education. Results. The author's recommendations on the implementation of innovative social and cultural discursive practices in master's programs in the field of foreign language education, tested in the context of higher education, are developed. Conclusion. Analyzing the results of the recommendations tested, the authors come to the conclusion that their implementation in practice allows students to achieve awareness of the social function of cultural phenomena and to form meta-subject intercultural competences necessary for future professional activities. The author's recommendations considered in the article can be applied in the course of training of master students, training program 44.04.01 “Pedagogical education” (intramural and intramural education).