STRATEGIES FOR APPLYING CBI THEORY IN RUSSIAN LANGUAGE TEACHING WITHIN THE FRAMEWORK OF CHINA-RUSSIA JOINT PROJECTS

Abstract

The article examines the application of the Content-Based Instruction (CBI) theory in teaching the Russian language within the context of Sino-Russian joint educational programs. The study analyzes the current state and necessity of reforming language training within these programs, elucidates the core principles of the CBI methodology, and justifies its relevance to Russian language instruction. Particular attention is paid to the distinctions between instruction in joint programs and traditional linguistic training in terms of target audience and educational objectives. The didactic advantages and challenges associated with adapting this theory to the conditions of joint educational projects are identified. In conclusion, specific practical pathways for integrating CBI principles into the process of teaching Russian are proposed. The development of new teaching materials and methodologies based on CBI theory, the enhancement of faculty qualifications, the implementation of blended learning models with a focus on learner agency, and the integration of artificial intelligence into Russian language teaching can effectively improve the quality of higher education instruction within the framework of Sino-Russian joint educational programs.