STRATEGIES FOR FOREIGN LANGUAGE TEACHERS’ MEDIA LITERACY FORMATION IN LEADING COUNTRIES OF THE WORLD

Abstract

The article outlines the problem of media education in society as a whole and emphasizes the importance and relevance of the teachers’ media literacy formation, including foreign language teachers. The purpose of the article is to theoretically substantiate and analyze foreign strategies for media literacy formation of future foreign language teachers, as modern national professional media education training of future foreign language teachers in higher educational institutions takes into account the requirements of international documents, educational standards and qualifications.

In the course of the work the foreign experience of implementing various media educational programs in the teacher training curriculum is described to develop media culture and media literacy, as well as strategies for media literacy formation of future foreign language teachers in leading countries: China, the USA, the UK, Sweden and Austria. The author concludes that the study of foreign experience and strategies for the professional media literacy formation of future teachers shows the process of adapting the content of education in higher education to the requirements of the media information society, which is constantly evolving. It is important to emphasize: 1) professional specialization and training of future foreign language teachers within educational specialties, the list of which is constantly expanding and supplementing; 2) expanding the offer of disciplines in the field of media education, media culture, acquainting higher education students with innovative opportunities of new media and communication technologies to improve future foreign language teachers’ training in accordance with the requirements and consequences of cultural, educational, scientific and digital globalization.