Pedagogical aspects of the adaptation of English borrowings in modern language education

Abstract

In the context of globalization, the spontaneous penetration of English borrowings (Anglicisms) into the educational environment creates a pedagogical contradiction: the gap between the students' living language and conservative educational content. Traditional approaches that ignore or condemn this vocabulary reduce motivation and do not use its didactic potential. The purpose of this theoretical study is to develop and substantiate a pedagogical model that considers Anglicisms not as a language problem, but as an effective tool for developing students' complex of modern competencies, including bilingual skills, critical thinking and media literacy. The methodological basis of the research is interdisciplinary and includes theoretical content analysis and discourse analysis of educational and media texts to identify the frequency and functional features of Anglicisms. Based on the semantic analysis, a comparison of borrowings with their Russian-language counterparts is carried out. Various linguistic and didactic strategies for integrating this vocabulary into the learning process, such as the strategy of gradual adaptation, contextual immersion and comparative analysis, were also theoretically modeled and evaluated in terms of their potential impact on the formation of linguistic and metasubject skills. The results of the theoretical analysis showed a high concentration of Anglicisms in the fields of ICT (streaming, upgrade), educational technologies (feedback, coaching, gamification) and youth subculture (challenge, hype). It is revealed that students actively use this vocabulary, while teachers treat it positively mainly within the framework of professional terminology. The modeling showed that the most effective strategy is gradual adaptation, including explaining the meaning, origin and semantic differences of Anglicism from the Russian equivalent (for example, «workshop» vs. «seminar»). The discussion of the results allows us to conclude that purposeful pedagogical work with Anglicisms is a powerful resource for the development of universal competencies. The analysis of concepts such as «fake» or «influencer» forms media literacy. Comparing cultural connotations of words (for example, «challenge») promotes the development of intercultural competence and empathy. This approach shifts learning from the reproductive level to the research level, developing students' analytical and metalinguistic skills. Thus, Anglicism is transformed from an object of passive assimilation into an instrument of active cognition, which makes education more relevant and contributes to the formation of a critically thinking personality.