The dissertation is devoted to the problem of preparation of future teachers for foreign language professional communication in primary school. Changing the role of education in the modern world, the urgent need to constantly learn and improve skills in the context of globalization, the intensity of modern society, economic and socio-cultural processes of integration contribute to the development of foreign language communication, increase professional contacts, expand international cooperation and mobility. In this regard, the urgency of the problem of interaction of specialists with the help of a foreign language is growing, especially those whose professional activity is associated with the need to constantly update and improve their knowledge, to be involved in academic mobility programs. Changes in the communication system lead to changes in the system of values, competencies and culture of the digital age, promotes the formation of new forms of professional communication in the educational environment, encourages rethinking the process and finding new ways to implement the principles of future teachers' readiness to learn foreign languages.
In the process of analysis of psychological, pedagogical and methodological literature on the research problem, a conclusion was made about their focus on studying aspects of future teachers' preparation for foreign language professional communication in primary school, as well as innovation of education in general. professional communication in primary school in both theoretical and methodological contexts, which necessitated the optimization of the above process.
The concept of "foreign language professional communication" is explained as a unified characteristic of the specialist's personality, which includes general (instrumental, interpersonal, systemic) and professional (psychological-pedagogical, foreign language communicative, linguistic, linguodidactic, multicultural and innovative) competence of his activity.
The meaning of the concept "preparation for foreign language professional communication in primary school" is clarified, which we interpret as a set of new methods, organizational forms, methods, techniques, teaching aids aimed at forming future teachers' readiness for foreign language professional communication in primary school and have a higher level. activity of subjects of educational process.
The readiness of future teachers for foreign language professional communication in primary school is determined – the structural formation of personality, which includes motivational, cognitive, activity components of readiness, is the result of professional training of future teachers for foreign language professional communication in primary school.
The components, criteria, indicators and levels of readiness of future teachers for foreign language professional communication in primary school are substantiated. The following components were defined: motivational, cognitive, activity; criteria of motivational-adaptive, cognitive-informational and activity-communicative. According to the indicators specified in the text of the study, the following levels of readiness of future teachers for foreign language professional communication in primary school were identified: insufficient, sufficient, secondary and high.
The proposed content and methodological support was experimentally tested and the positive dynamics in the process of preparing future teachers for foreign language professional communication in primary school was proved.
