Pedagogical support in foreign language learning as a prerequisite for academic mobility (through the example of teaching French for academic purposes)

the article considers certain aspects of a foreign language teaching practice, which forms the basis for pedagogical support of students in the expanding educational environment. The paper examine the following areas of teacher’s practice: development of students' motivation to participate in international projects, information sharing in a timely manner, helping students prepare for international exams, creation of a special course "French Language for Academic Purposes" and advisory support with preparation of the documents necessary to participate in international programs, which helps to increase academic mobility. The author states that teacher’s attention should be focused on all above-mentioned areas. The author discusses “Sophia Antipolis”, a French-Russian program in partnership with the University of Nice, which has been operating at the Faculty of Economics at the National Research University "Higher School of Economics" (Nizhny Novgorod) since 2010. The program gives students of Higher School of Economics an opportunity for distance learning at the Institute of Management and Economics (University of Nice). The students’ inclusion in an international educational context requires directed and efficiently organized teacher’s support. The functions of a foreign language teacher are expanding: it is essential not only to provide students with sufficient language skills, but also to aim them at the practical use of a foreign language in educational and research environment at a foreign university. Relying on the personal experience of teaching French at university, the author proves that successful students’ participation in international educational programs and an opportunity to continue their studies at foreign universities largely depend on the practice of a foreign language teacher. Proper pedagogical support allows students to expand their educational opportunities and acquire the competencies needed for integration into the European academic environment. The article will be useful for foreign language teachers and managers of international programs.