Integrative approaches to psychological pedagogy in language education

the article is devoted to the analysis and description of the possibilities of an integrative approach in modern psychological pedagogy as applied to teaching a foreign language. The relevance of the study is determined by the increased need for models that can combine various components of pedagogical, linguistic and psychological theory in order to improve the language training of future teachers. The novelty of the work lies in the comprehensive consideration of developments demonstrating the productivity of the simultaneous use of methods of interdisciplinary, intrapersonal and interpersonal integration. The study describes different types of methodological solutions aimed at deep immersion of students in communicative tasks, where psychological and pedagogical aspects and digital formats are combined. Theoretical approaches and others that reveal the value of targeted interdisciplinary interaction are studied. Particular attention is paid to the mechanisms of formation of a linguistic personality through reflexive and project-based forms of training. The work sets the task of substantiating the effectiveness of a comprehensive synthesis of methodological, psychological and pedagogical tools. The methods of comparative analysis and systematization of research were used. In conclusion, a model is described that accumulates the values of the integrative approach and is suitable for implementation in the practice of higher education. The article will be useful for linguists, teachers and all those involved in improving the language training of future teachers.

foreign language education, psychological pedagogy, integrative approach, interdisciplinary integration, linguistic personality, project-based learning, digital technologies, intercultural communication, reflexivity, professional training