Teaching the Russian Language to Future Specialists in International Relations of Uzbekistan

Abstract

This article examines the teaching of the Russian language to future specialists in international relations of Uzbekistan in the context of multilingual higher education, professional communication, and the growing demands of diplomacy and international cooperation. The relevance of the topic is determined by the fact that Russian continues to function as one of the major languages of regional communication in Central Asia and remains important for diplomatic dialogue, interstate documentation, expert exchange, and access to academic and analytical sources. The purpose of the study is to determine the methodological foundations, content priorities, and pedagogical conditions for effective Russian-language training of students majoring in international relations in Uzbekistan. The study is theoretical and analytical in nature and is based on conceptual analysis, comparative interpretation, and synthesis of works on language education, professionally oriented teaching, multilingualism, and diplomatic communication. The findings show that Russian-language teaching for future international-relations specialists should be organized not as a general philological course, but as a professionally oriented system that integrates communicative, discursive, intercultural, analytical, and pragmatic components. It is concluded that the effectiveness of such training depends on the alignment of instruction with CEFR-oriented outcomes, multilingual educational realities in Uzbekistan, and the communicative needs of diplomacy, negotiation, protocol, expert discussion, and document-based work.