Аңдатпа
The ability to analyze literary texts through the integration of linguistic, cultural, and communicative knowledge is a vital aspect of modern literature teaching methodology. This article explores effective methods and techniques for teaching metacultural reading - the skill of identifying, understanding, and interpreting culturally significant elements within a literary work - using the example of Victor Hugo’s Les Misérables in its Russian «Отверженные» and Kazakh «Аласталғандар» translations. This topic is especially relevant in the context of pedagogical universities, where future teachers of Russian language and literature are expected not only to conduct textual analysis independently but also to guide their students in developing similar interpretive abilities. Therefore, enhancing the teaching of reading and literary analysis is essential for cultivating students’ intercultural competence within the framework of the “Russian Language and Literature” academic program. The article puts forward the hypothesis that the Russian and Kazakh versions of «Les Misérables» may act as metacultural codes, representing points of intersection between different cultural systems. It outlines methodological strategies for the analysis of culturally meaningful lexicon, presents approaches to ideological and artistic interpretation of excerpts rich in cultural content, and provides specific examples of cultural analysis employing sociological and linguo-cultural frameworks. In addition, the article identifies the teacher’s role in facilitating discussion and supporting students’ argumentative speech during the interpretation of selected passages. The study contributes to comparative literary research and offers theoretical insights relevant to philology, linguoculturology, and the broader field of language culture. Its practical significance is evident in the development of elective courses and methodological guidelines in the fields of world literature, literature pedagogy, and comparative linguistics. The proposed techniques aim to strengthen students’ analytical skills and foster meaningful intercultural dialogue through the study of literature.