Diagnosis and prevention of children’s speech disorders should as a necessary part of future philologists’ professional training system

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Diagnosis and prevention of children's speech disorders should as a necessary part of future philologists' professional training system

Kazachiner Olena Semenivna Doctor of Education, Full Professor, Professor of Human Health, Rehabilitology and Special Psychology Department, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv

Boychuk Yuriy Dmytrovych Doctor of Education, Full Professor, Correspondent Member of National Academy of Pedagogical Sciences of Ukraine, Professor of Human Health, Rehabilitology and Special Psychology Department, Rector, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv

Halii Alla Ivanivna PhD in Biology, Docent, Head of Human Health, Rehabilitology and Special Psychology Department, H.S. Skovoroda Kharkiv National Pedagogical University, KharkivAbstract

In the article we have shown and proved that the competence in diagnosis and prevention of children's speech disorders should be a necessary part of future philologists' professional training system.

We have worked out the syllabus and the programme of an optional course "Diagnosis and prevention of children's speech disorders" as a part of future philologists' professional training. This course is being provided from December 2023 to March 2024 in Israel, in Ben Gurion University of the Negev, Beer Sheva. 25 students of the Department of Foreign Literature and Linguistics took part in this course.

The course introduces students to definition of children's speech development norm and pathology, the types of children's speech disorders' kinds and types according to classification; to different tools, tests and methods of children's speech development observing and diagnosis. The attention is also paid to prevention of children's speech development and to aspects of speech therapist's activity devoted to diagnosis and prevention of children's speech disorders.

The course's content is:

Lesson 1. Introduction. Peculiarities of children's speech development in different age periods

Part 1. Organization of a diagnostic examination of children's mastery of aspects of language and speech skills. Lesson 2. The main approaches to the organization of the child's speech development examination. Lesson 3. Examination of sound pronunciation. Lesson 4. Examination of the child's vocabulary. Lesson 5. Examination of the grammatical structure of speech. Lesson 6. Diagnostics of the level of oral speech development. Lesson 7. Diagnostics of the level of written speech mastery

Part 2. The main aspects of preventing the speech disorders' occurrence. Lesson 8. Prevention of children's speech disorders' occurrence in early and preschool age. Lesson 9. Development of fine motor skills as one of the ways to prevent reading and writing disorders at school age. Lesson 10. The main activities of a speech therapist in the diagnosis, correction and prevention of speech disorders

Keywords: language mastery, speech mastery, diagnosis of children's speech disorders, prevention of children's speech disorders, future philologists' professional training system, speech therapy, philology.



Казачінер Олена Семенівна доктор педагогічних наук, професор, професор кафедри здоров'я людини, реабілітології і спеціальної психології, Харківський національний педагогічний університет імені Г.С. Сковороди, м. Харків,

Бойчук Юрій Дмитрович доктор педагогічних наук, професор, член- кореспондент НАПН України, професор кафедри здоров'я людини, реабілітології і спеціальної психології, ректор, Харківський національний педагогічний університет імені Г.С. Сковороди, м. Харків

Галій Алла Іванівна кандидат біологічних наук, доцент, завідувач кафедри здоров'я людини, реабілітології і спеціальної психології, Харківський національний педагогічний університет імені Г.С. Сковороди, м. Харків

КОМПЕТЕНТНІСТЬ У СФЕРІ ДІАГНОСТУВАННЯ ТА ПРОФІЛАКТИКИ ПОРУШЕНЬ МОВЛЕННЯ У ДІТЕЙ ЯК НЕОБХІДНА СКЛАДОВА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФІЛОЛОГІВ

У статті показано та доведено, що компетентність у діагностиці та профілактиці порушень мовлення дітей має бути необхідною складовою системи професійної підготовки майбутніх філологів.

Нами розроблено силабус і програму факультативного курсу "Діагностика та профілактика порушень мовлення дітей" у рамках професійної підготовки майбутніх філологів. Цей курс проводиться з грудня 2023 року по березень 2024 року в Ізраїлі, в Університеті Бен-Гуріона в Негеві, Беер-Шева. У цьому курсі взяли участь 25 студентів кафедри зарубіжної літератури та лінгвістики.

Курс знайомить студентів з визначенням норми та патології мовленнєвого розвитку дітей, видами та типами порушень мовлення дітей згідно з класифікацією; до різних засобів, тестів і методів спостереження та діагностики мовленнєвого розвитку дітей. Також приділено увагу профілактиці порушень мовленнєвого розвитку дітей та аспектам діяльності логопеда, спрямованих на діагностику та профілактику порушень мовлення дітей. professional training philologists

Зміст курсу:

Заняття 1. Вступ. Особливості мовленнєвого розвитку дітей у різні вікові періоди

Частина 1. Організація діагностичного обстеження оволодіння дітьми аспектами мовних умінь та мовленнєвих навичок. Заняття 2. Основні підходи до організації обстеження мовленнєвого розвитку дитини. Заняття 3. Перевірка звуковимови. Заняття 4. Обстеження словникового запасу дитини. Урок 5. Обстеження граматичної будови мовлення. Заняття 6. Діагностика рівня розвитку усного мовлення. Урок 7. Діагностика рівня володіння писемним мовленням.

Частина 2. Основні аспекти профілактики виникнення мовленнєвих розладів. Заняття 8. Профілактика виникнення порушень мовлення дітей раннього та дошкільного віку. Заняття 9. Розвиток дрібної моторики як один із шляхів профілактики порушень читання та письма у шкільному віці. Заняття 10. Основні напрямки діяльності логопеда з діагностики, корекції та профілактики порушень мовлення

Ключові слова: володіння мовою, володіння мовленням, діагностика мовленнєвих порушень у дітей, профілактика порушень мовлення у дітей, система професійної підготовки майбутніх філологів, логопедія, філологія



Statement of the problem. The new millennium was a kind of turning point for humanity, many spiritual moral values, which over last years have shaped the harmonization of life and work of people, the whole system of human relationships with the world, were lost. In this connection, one of the major problems of modern pedagogy is identification of humanistic potential and development of conceptual foundations of spiritual-and-moral education.

Humanization of education suggests creating a system which could provide the unity of a person's continuous general cultural, social-and-moral and professional development.

Despite of the education reform which takes place in the whole world and in our country, analysis of changes shows that modern institute of education is not fully consistent with the principle of humanization of social life, and symbiosis of getting high professional training and spiritual development of a person in higher school is a major, but still elusive purpose.

To make education really become truly humanistic and contribute to the formation of future philologists as professionals of new time who possess not only high professional competence, but also formed system of value orientations and wide moral worldview, there is a grounded necessity to change the strategy of higher education. First of all, emphasis must be placed on future philologists' professional training. The main focus is also on the formation and development of future philologists' value orientations [3, p. 136].

It is known that philology deals with language and speech. There are a lot of people who have different language and speech problems and it influences on their communication and life in human society. That's why the competence in diagnosis and prevention of children's speech disorders should be a necessary part of future philologists' professional training system.

Analysis of the latest research and publications shows that different aspects of future philologists' professional training system and also in different countries were presented in the works of such scientists as O. Artemenko [1], L. Baranovska,

I. Simkova [2], S. Danylyuk [3; 4], M. Emine [5], V. Kuzebna, V. Chernysh [6], A. Latynina, I. Zvarych, N. Latygina [7], S. Tanana [8; 9] and others.

Unfortunately, no one of the author shows the necessity of teaching diagnosis and prevention of children's speech disorders to future philologists in their professional training system.

The purpose of the article is to show and to prove that the competence in diagnosis and prevention of children's speech disorders should be a necessary part of future philologists' professional training system.

Presentation of the main research material. We have worked out the syllabus and the programme of an optional course "Diagnosis and prevention of children's speech disorders" (2 credits) as a part of future philologists' professional training. This course is being provided from December 2023 to March 2024 in Israel, in Ben Gurion University of the Negev, Beer Sheva. 25 students of the Department of Foreign Literature and Linguistics took part in this course.

"Diagnosis and prevention of children's speech disorders " course introduces students to definition of children's speech development norm and pathology, the types of children's speech disorders' kinds and types according to classification; to different tools, tests and methods of children's speech development observing and diagnosis. The attention will be also paid to prevention of children's speech development and to aspects of speech therapist's activity devoted to diagnosis and prevention of children's speech disorders.

Here we present the course's content. It consists of 1) introductive part, 2) part 1. Organization of a diagnostic examination of children's mastery of aspects of language and speech skills and 3) part 2. The main aspects of preventing the speech disorders' occurrence.

Lesson 1. Introduction. Peculiarities of children's speech development in different age periods

Language Skills in Children: Development, Definition & Types. The difference between speech and language development.

Etiology of speech and language disorders in children.

Facts about language impairment in children.

Various types of language and speech impairment: Expressive language impairment. Receptive language impairment. Speech impairment.

Definition of Speech and Language Pathology. Normal Language Development for Young Children. A checklist of milestones for the normal development of speech and language skills in children from birth to 10 years of age. Levers for Language Growth: Characteristics and Predictors of Language Trajectories between 4 and 7 Years. Clinical-educational and psychoeducational classification of speech disorders. Clinical characteristics of language regression in children. Characteristics of adult speech which predict children's language development.

Part 1. Organization of a diagnostic examination of children's mastery of aspects of language and speech skills

Lesson 2. The main approaches to the organization of the child's speech development examination

Screening for language and speech delay in children under five years. Children with minor linguistic disorders. Children with moderate speech-language disorders. Children with severe speech-lingual disorders. Screening tests for detecting language and speech delay in children under 5 years of age. The interventions for children identified with language and speech delay for improving (short- and long-term) language and speech outcomes. Potential harms of screening and interventions for language and speech delay for children and their family. Development and Validation of an Observational Tool for Examining Early Language in Play Settings. Speech or Language Impairment Evaluation Guidance.

Language Test Development and Validation.

Lesson 3. Examination of sound pronunciation

Examples of pronunciation diagnostic testing.

Types of Pronunciation Tests:

Reading Aloud. Interview. Dictation. Test Segments. Same or Different? a or b (or c)? Which Definition? Which Ones Are the Same? Fill the Gap. Using colour cards. Tests other than listening comprehension. Phonetic Transcription. Finding an Odd Member. Regrouping. Matching. Miscellaneous Ways of Testing Pronunciation. Testing Word Stress.

Testing pronunciation skill competence of both normal and retarded readers.

Tongue Strength in Children with and Without Speech Sound Disorders. Tests for checking articulation, listening and pronunciation of children who have speech disorders.

Lesson 4. Examination of the child's vocabulary

The place of vocabulary in language assessment. Tests Of Vocabulary Size. Dimensions of Vocabulary Assessment.

Vocabulary testing techniques. Multiple choice. Cloze test. Word formation. Matching

Odd one out. Writing sentences. Dictation. Sentence completion. Definitions. Translation. Writing. Reading. Oral testing. Associations Placing. Synonyms and antonyms. Transformation. Substitution.

Tests for checking vocabulary of children who have speech disorders.

Lesson 5. Examination of the grammatical structure of speech General grammar testing problems. The most common test formats for testing grammar. Examples of Purpura's grammar constructs for assessment purposes. The importance and means of testing both implicit and explicit grammatical knowledge / ability. Correction for guessing.

Some types of objective items used to test awareness of the grammatical features of the language: multiple-choice, error recognition, rearrangement, completion, transformation, word changing, broken sentence, pairing and matching, combination, and addition items.

Multiple-Choice Tests. Error Recognition Tests. Rearrangement Tests. Completion Tests. Transformation Tests. Pairing and Matching Tests. Combination and Addition Tests.

Innovations in grammar assessment. Redefining the construct. Partial scoring. The social dimension. The standard.

Tests for checking grammar skills of children who have speech disorders. Lesson 6. Diagnostics of the level of oral speech development Process and Outcome in Oral Assessment.

Testing the speaking skills. Methods of testing oral proficiency. Monologue, Dialogue, and Multilogue speaking tests. Testing speaking using visual material. The portfolio approach.

Validity Considerations in Designing an Oral Test. Validity. Reliability. Other Validity Consideration. Topic Validity in Speaking Tests. Computer-Based Speaking Test.

Tests for checking oral speech skills of children who have speech disorders. A review of standardized tests of nonverbal oral and speech motor performance in children.

Methods for the Identification of Communication Disorders.

A motor speech assessment for children with severe speech disorders: reliability and validity evidence. Differential diagnosis of motor speech dysfunction in children. Tools for the assessment of childhood apraxia of speech.

Lesson 7. Diagnostics of the level of written speech mastery Student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary. Characteristics of writing tests.

Adapting Power and Wilgus's analysis of patterns suggests a simple schema for evaluating the syntactic maturity of a student's writing:

Level 1. Repetitious use of a single pattern (simple sentences)

Level 2. Use of a variety of simple sentence patterns.

Level 3. First expansions: (a) addition of an adverbial or gerund phrase, or (b) the making of a compound sentence by combining two simple sentences with the word and.

Level 4. Complex sentences (transformations in which one sentence is embedded within another as a subordinate clause)

Assessment of writing skills should take into account a variety of purposes and text structures. Purposes and genres to consider include: personal narrative, story narrative, descriptive, explanation of a process, factual report, letter, compare- contrast, and persuasive.

Simple ways to assess the writing skills of students with learning disabilities.

Part 2. The main aspects of preventing the speech disorders' occurrence

Lesson 8. Prevention of children's speech disorders' occurrence in early and preschool age

Preventive Measures against Speech Disorders in Early Childhood.

The prevention of communication disorders. Defining Primary, Secondary and Tertiary Prevention. Examples of strategies for the prevention of communication disorders.

Speech sound disorder prevention tips.

Stuttering prevention tips.

Voice disorders prevention tips.

Language disorder prevention tips.

The concept and contents of the program "I Learn How to Speak Correctly". The program aims at creating pedagogic measures to provide preventive service to young children. The program consists of the following sections:

Section 1. Learn to develop your hands.

Section 2. Learn to think.

Section 3. Learn to understand words.

Section 4. Learn to speak.

Section 5. We teach the whole family.

Lesson 9. Development of fine motor skills as one of the ways to prevent reading and writing disorders at school age

Top five tips for supporting child's advanced fine motor skills:

1) Handwriting practice - start with your child's level of development;

2) Foster advanced fine motor skills through a range of activities;

3) Cursive writing;

4) Tracing lines and letters;

5) Drawing a person

Fine motor skills contribute to early reading development.

Handwriting Skills: Knowing letters of the alphabet. Visual perceptual skills. Visual motor skills. Following a sequence. Controlling the paper to stay within the lines. Letter formation

Understanding left to right progression. Understanding top to bottom progression. Tracking the movement of the hand, pencil and paper. Crossing midline skills. Bilateral coordination skills. Fine motor skills including in-hand manipulation.

Importance of Fine Motor Skills & Handwriting.

Lesson 10. The main activities of a speech therapist in the diagnosis, correction and prevention of speech disorders

Speech-language pathologists (SLPs) work to prevent, assess, diagnose, and treat speech, language, social communication, cognitive-communication, and swallowing disorders in children and adults.

Speech therapy techniques for children: Read to your child. Reduce screen time. Be attentive and patient. Play games with your child. Be a good speech model.

Speech therapy techniques for adults: Tongue exercises. Smiling. Puckering your lips. Reading out loud. Playing word games.

Speech therapy offers a number of benefits, including: Improved self-esteem. Increased independence. Improved ability to comprehend and express ideas, thoughts and feelings. School readiness for young children. Enhanced vocal quality. Early language skills. Better swallowing function. Improved quality of life.

Skills required to be a successful speech therapist: compassion and empathy, being patient, active listening, good communication, teamwork, good organization, flexibility.

There was also homework offered to the students:

Choose any of these options and prepare your homework

Make up a task / an activity for speech or language aspects observation (diagnosing)

Prepare diagnostic material (pictures, test tasks, activities etc.), make the instruction and explain how to get the results of diagnostics

1. Pronouncing the sound []

2. Checking the vocabulary on the topic "..."

3. Checking the skills of making up sentences or a short story

4. Checking knowledge of grammar aspects: making singular-plural forms of a noun, using verb's tense forms, adjectives, pronouns, adverbs etc.

5. Checking the skills of understanding and retelling the text

6. Checking oral speech skills (monologue)

7. Checking skills of making a dialogue and taking part in the dialogue

8. Checking reading skills

9. Checking writing skills (correct writing, types of mistakes)

10. Knowledge of idioms, phraseological units

The activity must include:

1) diagnostic material (pictures, charts, test); instruction for a child; activities, tasks; 2) description (for who is this or that test and activity); the aim and tasks for diagnostics the process; 3) how to analyze the results description of levels (high, average, low)

Here we present a quiz which students are going to complete in Moodle system:

Quiz "Diagnosis and prevention of children's speech disorders "

Choose the correct variant of answer:

1. Which of these statements about students with communication and interaction difficulties is incorrect?

A. They may find it difficult to follow instructions.

B. They have problems expressing their ideas clearly.

C. They often have a limited vocabulary.

D. Working with a more able student can help them to participate more in lessons.

E. They usually have excellent listening skills.

2. Children should not have a speech and language assessment before 18 months of age, because they can't be assessed until they have a lot of words.

A. True

B. False

3. If a 3-year-old child is experiencing difficulties with speech and language, the best course of action is:

A. wait to see if they outgrow it

B. wait until they get to school where they can get help

C. refer to tykeTALK for assessment and possible therapy

D. helping the child at home will be sufficient for them to improve

4. At 24 months, children should: use 150-300 words, use two-word combinations (`more cookie'), follow directions to put objects "on", "in", speak clearly enough to be understood about 2/3 of the time.

A. True

B. False

5. The most common sounds that will be difficult for children are: s, r, l, k, th.

A. True

B. False

6. Stuttering in very young children will always be outgrown by 4 years of age and should not be addressed with therapy. Therapy will draw attention to the problem and make it worse.

A. True

B. False

7. Which of the following terms means difficulty swallowing?

A. Dysphagia

B. Aphasia

C. Dysarthria

D. Apraxia

8. Teachers and parents are limited in what they can do to help because they are not trained in Speech / Language Pathologist.

A. Unfortunately without the certification not much can be done

B. Teachers and parents are crucial components in a child's development with a speech / language disorder

C. Although they cannot be as helpful as a Speech / Language Pathologist they can do a lot to help

D. None of the above

9. About what percent of children with disabilities have a speech or language disorder?

A. 10%

B. 20%

C. 88%

10. Speech-Language Pathologists who work with young children provide help for a variety of problems, including:

A. articulation

B. language

C. stuttering

D. vocabulary development

E. all of the above

Key: 1 - e, 2 - b, 3 - c, 4 - a, 5 - a, 6 - b, 7 - a, 8 - c, 9 - c, 10 - e

At the end of the course the students will be given a final paper. Here is a text of it:

Final paper

1. Definitions (20points, 20%)

1.1. Put one of the words on its proper place

tells us how well a test identifies those WITH language disorders or speech disorders.

tells us how well a test identifies those WITHOUT language disorders or speech disorders.

Words: Sensitivity; Specificity

1.2. What are the diagnostic criteria for speech delay?

1.3. What is the available test to diagnose speech disorder? Match

Dynamic Evaluation of Motor Speech Skill (DEMSS) 4-16 years Motor Speech Examination 0-6 years

Tabby Talks 3; 4-8;11-year

LEST 3 years and more

1.4. What are at least 3 symptoms of dysarthria?

2. Assessment tests (40points, 40%)

2.1. There are descriptions of activities. Write what language aspect (phonics, grammar, vocabulary) we can assess using them.

• Create a list of words. Use a graded list, take words from a basal series, or

pull words from content areas.

• Composition tasks (requiring to write sentences or paragraphs correctly)

• Letter-sound assessments, which assess a student's ability to recognize the

sounds of individual letters, and word family assessments, which evaluate a student's ability to identify patterns in words

• Ask the student to read each word, use it in a sentence, explain the meaning,

or provide a synonym or antonym

• asking questions like "How many sounds do you hear in the word "bake"?"

2.2. Kids with Social Communication Disorder may exhibit a myriad of signs.

What are they?

3. Speech therapy (40 points, 40%)

3.1. Stuttering is the most common type of disfluency. Write some symptoms of this disfluency.

3.2. Write an example of speech therapy activities which can help children who have stuttering



Conclusions

In the article we have shown and proved that the competence in diagnosis and prevention of children's speech disorders should be a necessary part of future philologists' professional training system.

We have worked out the syllabus and the programme of an optional course "Diagnosis and prevention of children's speech disorders" as a part of future philologists' professional training. This course is being provided from December 2023 to March 2024 in Israel, in Ben Gurion University of the Negev, Beer Sheva. 25 students of the Department of Foreign Literature and Linguistics took part in this course.

The course introduces students to definition of children's speech development norm and pathology, the types of children's speech disorders' kinds and types according to classification; to different tools, tests and methods of children's speech development observing and diagnosis. The attention is also paid to prevention of children's speech development and to aspects of speech therapist's activity devoted to diagnosis and prevention of children's speech disorders.

The course's content is:

Lesson 1. Introduction. Peculiarities of children's speech development in different age periods

Part 1. Organization of a diagnostic examination of children's mastery of aspects of language and speech skills. Lesson 2. The main approaches to the organization of the child's speech development examination. Lesson 3. Examination of sound pronunciation. Lesson 4. Examination of the child's vocabulary. Lesson 5. Examination of the grammatical structure of speech. Lesson 6. Diagnostics of the level of oral speech development. Lesson 7. Diagnostics of the level of written speech mastery

Part 2. The main aspects of preventing the speech disorders' occurrence. Lesson 8. Prevention of children's speech disorders' occurrence in early and preschool age. Lesson 9. Development of fine motor skills as one of the ways to prevent reading and writing disorders at school age. Lesson 10. The main activities of a speech therapist in the diagnosis, correction and prevention of speech disorders



References

1. Artemenko, O. (2017). Content and specificity of research activity of future teacher of philology: results of the experimental training. ScienceRise. Pedagogical Education, (5), 8-12.

2. Baranovska, L., Simkova, I., Akilli, E., Tarnavska, T., & Glushanytsia, N. (2023). Development of digital competence of future philologists: case of Turkish and Ukrainian universities. Advanced Education, 87-103.

3. Danylyuk, S. (2016). Formation of future philologists' professional competence in the aspect of axiological approach. International Letters of Social and Humanistic Sciences, 66, 135-139.

4. Danylyuk, S. (2019). Formation of future philologists' professional competence by means of internet technologies: an experimental study. Education in the 21st Century, 1(1), 180-194.

5. Emine, M. (2019). Contents, forms and methods of preparing future teachers-philologists for professional activities in higher educational institutions of the Republic of Turkey. Journal of Education, Health and Sport, 9(10), 385-394.

6. Kuzebna, V., Chernysh, V., Dzhochka, I., Marieiev, D., & Shkvorchenko, N. (2021). Formation of communicative professionally oriented competence of future philologists. Applied Linguistics Research Journal, 5(1), 185-194.

7. Latynina, A., Zvarych, I., Latygina, N., Dubinina, O., Kolot, L., & Strokan, N. (2022). The Role of Online Debates in the Formation of Future Philologists' Professional Competences. Revista de la Universidad del Zulia, 13(38), 626-642.

8. Tanana, S. (2022). Innovative format of organization teaching of foreign languages in the professional preparation of future teachers-philologists. European Humanities Studies: State and Society, (2), 138-150.

9. Tanana, S. (2022). Peculiraties of the use of innovation means of teaching in professional training of future teacher-philologists: ethodical aspect. Scientia et societus, (1), 31-38.

10. Artemenko, O. (2017). Content and specificity of research activity of future teacher of philology: results of the experimental training. ScienceRise. Pedagogical Education, (5), 8-12.

11. Baranovska, L., Simkova, I., Akilli, E., Tarnavska, T., & Glushanytsia, N. (2023). Development of digital competence of future philologists: case of Turkish and Ukrainian universities. Advanced Education, 87-103.

12. Danylyuk, S. (2016). Formation of future philologists' professional competence in the aspect of axiological approach. International Letters of Social and Humanistic Sciences, 66, 135-139.

13. Danylyuk, S. (2019). Formation of future philologists' professional competence by means of internet technologies: an experimental study. Education in the 21st Century, 1(1), 180-194.

14. Emine, M. (2019). Contents, forms and methods of preparing future teachers- philologists for professional activities in higher educational institutions of the Republic of Turkey. Journal of Education, Health and Sport, 9(10), 385-394.

15. Kuzebna, V., Chernysh, V., Dzhochka, I., Marieiev, D., & Shkvorchenko, N. (2021). Formation of communicative professionally oriented competence of future philologists. Applied Linguistics Research Journal, 5(1), 185-194.

16. Latynina, A., Zvarych, I., Latygina, N., Dubinina, O., Kolot, L., & Strokan, N. (2022). The Role of Online Debates in the Formation of Future Philologists' Professional Competences. Revista de la Universidaddel Zulia, 13(38), 626-642.

17. Tanana, S. (2022). Innovative format of organization teaching of foreign languages in the professional preparation of future teachers-philologists. European Humanities Studies: State and Society, (2), 138-150.

18. Tanana, S. (2022). Peculiraties of the use of innovation means of teaching in professional training of future teacher-philologists: ethodical aspect. Scientia et societus, (1), 31-38.

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