Introduction. The renewed focus on relations between the Russian Federation and the Central African Republic has highlighted the need to support Russian language teaching in foreign educational environments. The effectiveness of this process largely depends on the well-organized scientific and methodological support of students – future teachers of Russian as a second language.
The purpose of the research is to provide a theoretical justification and development of the content, forms and methods of scientific and methodological support for the professional and linguistic training of students – future teachers of Russian as a second language in the Central Asian Republic.
Materials and methods. The research uses information from Russian and foreign scientific sources (articles) and regulatory documents, which reflect the issues of scientific and methodological support for the professional training of future teachers. The study used information-analytical and comparative analysis of the theoretical views of scientists on the search for strategies for scientific and methodological support for the professional training of future teachers, methods of theoretical generalization, as well as methods of scientific interpretation.
The results of the study. The concept of scientific and methodological support for professional and linguistic teacher training is clarified, and the need to create a modern model of scientific and methodological support for foreign students in mastering Russian as a second language is theoretically substantiated. A model of scientific and methodological support for professional and linguistic teacher training in a non-linguistic environment has been developed; approaches, principles, and conditions for its successful functioning have been identified. The technology of scientific and methodological support is described, which provides for improving the quality of professional and linguistic training of teachers of Russian as a second language, implemented in different formats depending on the goals and educational needs of the subjects of the educational process.
Conclusion. The study contributes to the methodology of teaching Russian as a second language. The developed model of scientific and methodological support for the professional language training of future teachers of Russian as a second language is universal in nature, has practical value, and can be used in teaching Russian to students with non-native speakers.
Keywords: learning process, model, Russian as a second language, scientific and methodological support, methodological support
For Citation: Vasilyeva, T. Y., Stepashkina, O. I., & Chesnokova, E. V. (2026). Modeling the process of scientific and methodological support for professional language training of students – future teachers of Russian as a second language in the Central African Republic. Perspektivy nauki i obrazovania = Perspectives of Science and Education, (2), 272–284. https://doi.org/10.32744/pse.2026.2.16
Authors:
Tatyana Y. Vasilyeva (Russia, Lipetsk) — Associate Professor, Cand. Sci. (Educ.), Associate Professor at the Department Linguistic and intercultural Communication. Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University. E-mail: vasileva_tu@lspu-lipetsk.ru
Oxana I. Stepashkina (Russia, Lipetsk) — Associate Professor, Cand. Sci. (Educ.), Associate Professor at the Department Linguistic and intercultural Communication. Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University. E-mail: stepaschkina.oxana@yandex.ru
Elena V. Tchesnokova (Russia, Lipetsk) — Associate Professor, Cand. Sci. (Educ.), Associate Professor at the Department of German and French Languages. Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University. E-mail: tschesnokovae@rambler.ru
© Tatyana Y. Vasilyeva, Oxana I. Stepashkina, Elena V. Tchesnokova, 2026
The author’s declared no conflicts of interest
Received: 13 October 2025 | Approved: 22 December 2025 | Published: 30 April 2026
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