Abstract
The article examines the methodological foundations for developing professional communicative competence in future teachers within a linguacultural educational environment. The relevance of integrating competency-based, cultural, and learner-centered approaches in teacher training is substantiated. The purpose of the article is to scientifically substantiate and experimentally verify the effectiveness of developing the professional and communicative competence of future philology teachers within a linguo-cultural educational environment using specialized teaching materials. Practical tools for competence formation are identified, including the use of linguacultural educational materials. It is noted that such an environment promotes intercultural interaction skills, professional reflection, and communicative flexibility. The findings can be applied in the design of educational programs and methodological resources for pedagogical universities. The article presents an experimental study on the formation of professional communicative competence in students of philological specializations, enrolled in the discipline "Russian Language" and the educational program "Teacher of Russian Language and Literature in Schools with Russian and Non-Russian Languages of Instruction" at Kh. Dosmukhamedov Atyrau University. The methodological foundation of the study is a competency-based approach, adapted to incorporate linguacultural content. The research involved 160 undergraduate students. In the experimental group, a statistically significant increase was observed in the levels of professional communicative and linguacultural competence components. The proposed methodology, which includes a linguacultural-focused teaching manual, demonstrated its effectiveness in university-level teacher training for future philologists.