Abstract
The study provides a theoretical and methodological substantiation of developing students' sociocultural competence process in multilingual classes. The theoretical substantiation of the study lies in the characterization of the content of developing students' sociocultural competence process based on the theoretical, substantive, technological and result components, defining the essence of the concept of “Sociocultural Competence”. The theoretical component includes the goal, objectives of the process, methodological approaches (systemic, activity-based, student-oriented, sociocultural, epistemic, subjective, humanistic); didactic principles (mindfulness, consideration of the native language, clarity, communicative focus of training, situationality, authenticity of the presented material, dialogue of cultures, contrastiveness). The substantive component of developing students' sociocultural competence process is revealed based on the motivational, cognitive, operational-procedural and personal components. In this regard, the criteria, indicators of their manifestation and levels of development of students' sociocultural competence (low, medium, high) are considered. The methodological rationale for the study is based on the characteristics of innovative teaching technologies. These include the modeling of personally meaningful sociocultural situations, situational sociocultural analysis, intercultural training, the use of authentic texts, working with folklore, and the use of project-based methods. These technologies form part of the technological component of the study. The results component includes characterizing the high level of students' sociocultural competence development.