A Foreign Language as a Sociocultural Space for the Development of Civic Identity

Introduction. Today, the issue of educating the younger generation is more relevant than ever. This is especially true of cultural and patriotic education. Over the past few years, the social, political, and economic situation both in Russia and around the world has been quite complex and ambiguous. Studying a foreign language allows students to develop not only language skills but also to acquire the information necessary for their general development in a particular field. The inclusion of supplementary materials on culture, history, and patriotism in the curriculum contributes to the fulfillment of the educational mission for students [1].

The use of supplementary materials and resources in the educational curriculum regarding Russian history, cultural values, and their significance in the modern world is aimed at helping students recognize the value of the country’s cultural contribution, as well as its significance in the development of civilization. Thus, the significant influence of information in the field of education contributes to the establishment of equal and fair rights among nations. As a result, students gain insight not only into international relations and their country’s position in the world but also develop their own perspectives and attitudes toward various situations. In this way, they develop a more mature personal and civic outlook.

Over many decades, a wide variety of hypotheses have been developed regarding how upbringing should be carried out and what methods should be used in the process. It is important to note the significance of the upbringing process within the context of education. The goal of education is to ensure effective socialization and adaptation in the modern world, particularly within the framework of one’s chosen profession.

Let us consider the definition of the term “upbringing” from a pedagogical encyclopedia: “Upbringing in a broad, social sense is society’s function of preparing the younger generation for life” [2, p. 35]. From a pedagogical perspective, upbringing is a specifically controlled and organized process aimed directly at the education and upbringing of the learner [2, p. 35].

Thus, it can be concluded that the process of upbringing is an activity aimed at the learner’s education, their adaptive skills, and socialization. It is also worth noting that the processes of education and upbringing are an integral part of a learner’s educational journey. Thus, high-quality upbringing contributes to a high level of education, and vice versa. This interrelationship has been actively studied by scholars such as N.V. Belotserkovskaya, M.I. Koryakina, Y.V. Okhlopkova, L.O. Zakharova, I.V. Shestakova, and others [3, p. 86].

It is also worth agreeing with the position of O.S. Gazman, who noted that the educational process represents a kind of “collaboration between generations, a joint development of values, norms, goals, and social activity, i. e. the spiritual creativity of older and younger generations, the product of which is an attitude toward life” [4, p. 51]. Thus, it can be concluded that in the context of foreign language instruction, the key outcome for both the teacher and the students should be an active social and life stance, which in turn is aimed at the formation and development of the individual’s fundamental and spiritual values.

The educational process takes place within the framework of absolutely any type of education and at any level: current events in society, the economy, and politics will be incorporated as a matter of course. The modern education system places quite high demands on institutions of higher education. In recent decades, considerable attention has been devoted to the development of students’ competencies, including enhancing their overall competitiveness in the professional job market [5]. However, issues related to fostering patriotism are also extremely relevant today.

Events over the past decade have shown that higher professional education must also include an educational component and foster patriotism. Thus, based on the provisions of Federal Law No. 304 of July 31, 2020, “On Amendments to the Federal Law ‘On Education in the Russian Federation’ Regarding the Education of Students,” education should be understood as “activities aimed at personal development, creating conditions for self-determination and the socialization of students based on sociocultural, spiritual, and moral values, as well as the rules and norms of behavior accepted in Russian society, in the interests of the individual, the family, society, and the state; fostering in students a sense of patriotism, civic responsibility, respect for the memory of the defenders of the Fatherland and the feats of the Heroes of the Fatherland, respect for the law and the rule of law, respect for working people and the older generation, mutual respect, and a careful attitude toward the cultural heritage and traditions of the multinational people of the Russian Federation, as well as toward nature and the environment” [6, p. 3].

Education as a process involves specifically defined tasks and goals. Within the framework of foreign language instruction at a university, the educational goals are as follows:

1. fostering a respectful attitude toward existing laws, legal and social norms, as well as developing personal responsibility;

2. broadening one’s worldview regarding traditional and human values, taking into account the cultural values and traditions of one’s own country. Fostering professional ethics and culture;

3. fostering a respectful and caring attitude toward nature and the environment.

It is also worth noting the importance of fostering critical thinking and an understanding of safe behavior in light of the increasing frequency of terrorist threats. Thus, the development of students’ professional and social competencies remains a priority within the educational activities of institutions of higher education.

The current level of education should be aimed not only at developing professional competencies and skills, as well as their adaptation, but also at the moral education of students. The latter, in turn, must be directed toward fostering a sense of community with one’s people and a sense of belonging to one’s homeland, as well as cultivating a patriotic outlook.

Patriotic education in higher education institutions deserves separate consideration. To date, numerous works by contemporary researchers have been devoted to issues of patriotic education, including those by V.L. Kraynik, M.A. Prishchepa, M.V. Melnichuk, I.G. Trofimova, and others [7, 8, 9].

Events that have unfolded over the past decade in Russia have demonstrated the extent to which the overall level of patriotism in the country has declined, particularly among young people. There are a number of reasons for this phenomenon that have led to such results. These include the lack of patriotic education in schools and universities; a shift in focus away from patriotism and service to the Motherland toward the pursuit of personal ambitions and professional achievements; and a focus primarily on one’s own well-being rather than on working for the good of one’s country.

In modern education, the potential and extent of the influence of foreign language courses on students’ patriotic education should be considered underestimated. Issues of patriotic education receive less attention than, for example, the development of financial literacy.

In our view, the use of a variety of patriotic materials (video and audio content, literary works, and modern digital resources) in foreign language instruction helps foster a sense of belonging to one’s homeland and enhances students’ knowledge of their country’s cultural and historical development. Moreover, helping students develop their own perspectives and attitudes toward the country where they were born and raised their “small homeland” strengthens their confidence in their ability to express their opinions in a foreign language, share their knowledge with others, and apply their language skills.

Independent and group work using supplementary resources in foreign language classes also helps foster a sense of love for one’s homeland particularly those focusing on a country’s development, cultural values, and traditions. The pedagogical contribution to the development of a foreign language curriculum that incorporates materials for patriotic education is invaluable. It is the foreign language teacher who is capable of developing these skills through the careful selection of instructional materials.

Thus, the goal of this study is to identify the potential of the “Foreign Language” course to shape students’ civic identity and, on that basis, foster a sense of patriotism.

Materials and Methods. The following methods and approaches were used in writing this study: case studies, student projects, work with authentic materials, discussion-based and game-based methods, and a local history approach.

The study drew on materials about the country’s heroic past, its outstanding figures (scientists, writers, military leaders), and cultural and historical symbols, as well as video and audio content (documentaries and feature films, videos about landmarks, notable figures, and historical events), local history resources (information about one’s hometown, village, local traditions, and famous native sons and daughters), national symbols (texts and assignments dedicated to national symbols like the coat of arms, flag, national anthem) and their history), literary works (excerpts from domestic and foreign literature in which patriotism is a central theme), and modern digital resources (online platforms and educational platforms that can be used to prepare projects and presentations).

Results. The organizational and pedagogical conditions for cultural and patriotic education in foreign language classes include the following:

– the use of up-to-date methods and approaches within the educational and upbringing program;

– the development of a schedule and coordination of the work of all units within the university;

– the creation of special groups, teams, and collectives within universities;

– monitoring the level of civic and patriotic education among students.

It is worth noting the role and importance of the teacher himself, who must necessarily possess a steadfast civic and patriotic stance and be knowledgeable about the historical and cultural heritage of his homeland, i. e. serve as a so-called “living” example of a patriotic citizen directly for the students. It is precisely the teacher’s personal example that has been and remains a key factor in shaping students’ values, interests, and behavior.

The process of instilling in students the necessary patriotic and civic values within the framework of foreign language instruction must be implemented in a way that extends throughout their lives, specifically through participation in relevant groups and events, as well as in patriotic and student movements.

It is worth noting that the uniqueness of patriotic education within the context of foreign language study lies primarily in the fact that students not only develop values and cultural knowledge about their own country but also learn about the cultural and historical characteristics of another country, including the development of a respectful attitude toward both their own and other cultures. Thus, a foreign language serves as a gateway to another culture and its values, as well as a means of exchanging cultural and linguistic experiences, thereby broadening students’ worldview.

As practical experience working with students has shown, they are more familiar with holidays that have become part of Russian culture such as Halloween, Valentine’s Day, and others than with the historically established holidays and traditions of Russian culture. Social media contributes to the active dissemination of information about the latest research by foreign scientists, while domestic research takes a back seat. For some students, the motivation to study a foreign language is the desire to move to another country to live and work, rather than simply working in an international setting. Thus, it is fair to note signs of a lack of patriotic education among young people and a lack of loyalty to their homeland.

An important distinguishing feature of foreign language learning and teaching is that virtually any other subject such as other sciences, research, or culture can be incorporated into the learning materials and information. This creates an opportunity to develop a framework for patriotic education by utilizing the information that is most interesting and appropriate for this purpose.

In our view, it is important to develop a curriculum that includes assignments and open classes on the history of the state, current Russian developments and discoveries, as well as heroes and outstanding figures in various fields of science and life. Introducing creative assignments that involve researching such information and writing term papers and essays in a foreign language will not only enrich students’ cultural knowledge but also help them expand their vocabulary and broaden their overall worldview. As a result, students will develop an intercultural perspective while treating the historical and cultural values of their homeland with respect and interest.

An important part of patriotic education in foreign language classes involves assignments to gather and prepare information about loved ones and relatives who participated in the Great Patriotic War, whether as heroes or members of various professions, as well as interviews with great-grandmothers and great-grandfathers who can share their personal experiences. Such assignments allow students to feel a personal connection to their country’s history through the bond between generations and to take pride in their family and their homeland.

As part of our research, we employed the case study method, which serves as an effective tool for improving skills and developing students’ universal and general professional (general cultural) competencies (Federal State Educational Standards 3+ and 3++). Students in the technical faculties of DSTU were offered the following topics for creative projects, which, in our opinion, are capable of fostering an understanding of our people’s heroic deeds and the continuity between generations: “Heroes Among Us”; “An Immortal Feat”; “No One and Nothing Is Forgotten”; “The Bond Between Generations”; “A Feat Knows No Statute of Limitations.” Such assignments are designed to encourage students to seek answers to timeless questions: What is true heroism? How are values passed down from one generation to the next? And what is the significance of preserving the memory of the past?

To complete the assignment, the students researched information about their families, ancestors, and relatives, and prepared essays and reports accompanied by photographs. Some students, who did not have grandparents to share their memories with, interviewed veterans of the Great Patriotic War, learning about real life during those times and how young people, often minors, performed heroic deeds while defending their homes and their country under the most difficult conditions. The students prepared and presented interesting essays and presentations in English, covering both historical events and dates as well as the personal contributions of citizens of that era to the country’s construction and reconstruction. Following the presentations of the essays and papers, the students shared their opinions on the assignments and participated in a general discussion in English.

As an example, let us highlight the students from the Krasnodar Region. In their presentations, they demonstrated an excellent knowledge of the history of their local region and a deep love for it. This sincere interest in the past and present, reflected in their work, showed that the younger generation of the Kuban has not forgotten its roots and takes pride in them. Each presentation was delivered with respect for those who settled, developed, and built the region’s cities and villages, and defended its borders. The students spoke enthusiastically about outstanding figures who left their mark on the region’s history, as well as about heroic events not only from years past but also in the present. It was not merely a recitation of facts, but a vivid narrative filled with emotion and personal reflections. These results demonstrate that the Krasnodar Region places great emphasis on the patriotic education of young people; students not only successfully master their academic subjects but also actively participate in projects aimed at preserving historical memory and cultural heritage.

Discussion and Conclusion. An analysis of the activities conducted as part of the cultural and patriotic education of students in foreign language courses showed that students actively engaged in studying historical events, gained a deeper appreciation for the contributions of their ancestors, and learned how heroes distinguished themselves and what role they played in the nation’s formation. Furthermore, through this exchange of information, students not only expanded their vocabulary and improved their lexical and grammatical skills but also broadened their worldview regarding cultural and human values. As a result of these activities, students’ understanding of actual cultural and historical facts, as well as their spiritual and moral foundations, has deepened, which overall contributes to the development of mature personalities and a responsible attitude toward people, events, and the historical memory of their homeland.

Thus, this study allows us to draw certain conclusions. The process of learning a foreign language by students in a higher education institution not only helps them develop the necessary language competencies but also broadens their worldview, enhances their communication skills, and enriches their cultural and value-based knowledge. By studying their own and other cultures and histories, students develop a respectful attitude and understanding of the global situation and their own stance toward it. Furthermore, learning a foreign language can contribute to the development of students’ civic and patriotic attitudes.

Using additional sources of information, independently searching for materials online, and talking with relatives who can share their experiences broadens students’ understanding and knowledge of history and cultural values, while also helping them develop new knowledge regarding lexical and grammatical competencies in a foreign language. Students develop critical thinking skills and the ability to realistically assess current events in the modern world, which enables them to correctly evaluate situations and choose their own personal stance on them.

It is advisable for teachers at all levels of education in Russia especially at universities to be as flexible as possible in restructuring and adapting their teaching of subject matter so as to convey to students the necessity and importance of defending their country’s interests. The educational potential of the “Foreign Language” course in this regard appears to be inexhaustible and can be utilized to greater effect in the future.