Study of educational trajectories for developing the language competence of specialists in economics in the context of Chinese-Russian bilingualism

Abstract

The article addresses the problem of developing the language competence of specialists in economics under conditions of Chinese-Russian bilingualism. The relevance of the study is determined by the growing demand for professionals capable of carrying out professional, business, and intercultural communication within the Chinese-Russian economic space. The aim of the article is to provide a theoretical substantiation of educational trajectories for the development of the language competence of specialists in economics. The methodological foundation of the study is based on the competence-based, systemic, communicative-activity, learner-centered, and intercultural approaches; the main methods include analysis, synthesis, generalization, and theoretical modeling. The article clarifies the content of language competence in relation to economic education, reveals the specific character of Chinese-Russian bilingualism as an educational condition, and substantiates the principles, stages, and criteria for designing educational trajectories. A typology of educational trajectories is proposed, including basic academic, professional-communicative, integrative bilingual, interculturally oriented, and individualized self-development trajectories. The theoretical significance of the study lies in advancing scholarly understanding of the language training of specialists in economics in a bilingual educational environment.