METHODOLOGY OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE IN A PEDAGOGICAL UNIVERSITY: BLENDED LEARNING FOR DEVELOPING ACADEMIC WRITING AND READING OF SCIENTIFIC AND PEDAGOGICAL TEXTS

Abstract

This article examines a methodology for teaching Russian as a foreign language in a pedagogical university through blended learning aimed at developing academic writing and the reading competence required for working with scientific and pedagogical texts. The relevance of the study is determined by the growing need to prepare future teachers for academic communication in Russian: interpreting research-based sources, producing genre-appropriate texts, and maintaining linguistic accuracy and disciplinary conventions. The proposed approach integrates an LMS as the organizational and assessment backbone with mobile practicums that extend learning beyond the classroom through short, frequent, task-based microcycles. The methodology combines scaffolded reading strategies (genre orientation, terminology mapping, argument tracking, critical annotation) with writing practices aligned to academic genres typical of teacher education (abstracts, summaries, analytical reviews, lesson-study reports, reflective research notes). Special emphasis is placed on feedback design, formative analytics in the LMS, and iterative revision supported by mobile prompts and peer interaction. The article outlines instructional design principles, describes a sequence of learning modules, and identifies expected pedagogical effects: improved comprehension of complex pedagogical discourse, increased control of academic style, greater autonomy, and more stable transfer of skills to professional contexts. The findings contribute to methodological modernization of RFL instruction in teacher education and offer a practical model adaptable to institutional conditions.