## I. INTRODUCTION Problem statement of this paper concerns the development of the humanistic methodology of the research within the function of a teacher activity in the during process of the professional engagement. It is considered to be a must for particular guidance of a mentor at In-service Institutions. The methodology of ours is based on the personification principles development which focus on the Russian educational challenges within the culture-creation paradigm [1]. As is the case, it reads as from observation of ideas of novice paradigm to generalization and replication through cooperation within the multicultural and poly-language environment of security [1], "from educators to students, and further on to educators/mentors as students" within the system activity at Regional In-service Institutions, and "the participants of the human speech communication process as the Self as Cultural, Intelligent and Critical Thinking [2] preferably, while training sessions. Along with this, of prior significance for this study the concept that considers each sign and symbol of the educational spaces as languages of various educational subjects (Sciences and Humanities) for the current social and educational environment. And each participant of the educational process - students and teachers whose authentic languages, gestures and mimics, reflect within his/her status on varied segments of the information and educational spaces - should be of paramount importance for discussing it as "living" thing which is in need of authentic guide, care, and development [3]. In the light of the concepts under consideration the purpose of education as a value-oriented component of the philosophy and methodology of pedagogical activity, the worldwide in the modern era is seen in the systematic promotion of the concept of humanization of multicultural educational space as a project-created humanitarian reality [1]. In this we see the solution of the alienation and lack of motivation on authentic KC among students that currently scientific educators have witnessed in most of our public schools, general and universities; where the harmony of thinking/interaction/ communication/transmission of authentic knowledge from one generation to another, i.e. while raising cultural awareness in the classroom, the intellectual segment of the social community, presents as a factor of paramount importance for effects and challenge of personality and professional development in terms of the Self as Cultural in the polyphony of verbalization, and non-verbalization of the current information spaces [4]. In brief, to be precise, the problem statement of the author's target project as a continuation in terms of the longitudinal humanities research on humanistic concepts within the national culture and education, first and foremost, reflects the intellectual architectonics of the authentic social and educational experience within its diversity [1]. The empirical array of the past two decades of the Russian educational challenges and the information flows show that instead of pragma philosophy there is coming back, by and by, to be installed the ideology of dialogue/polylogue anthropocentrism approach as a prior value dominant for realizing the main principle that reads "a human being is a goal, not a device" [2]. There is under investigation the effects of dynamic system models of training/teaching/learning in the epoch of permanent reforms which affect the era of increment flows on the way to both the development of authentic Knowledge Content, Technology, and Pedagogy, Lingua Didactics within the regional education spaces, and to the Self as Cultural. Due to a variety of reasons, the majority of current research activities in this area favor modifications and improvements to the existing learner-centered priority and communicative approach [1]. As is the case, we quite agree with the statement considering (after B.L. Whorf (1956, pp. 207-219), the main concept that reads "Natural logic says that talking is merely an incidental process concerned strictly with communication, not with formulation of ideas. Talking, or the use of language, is supposed only to "express" what is essentiality already formulated nonlinguistically. Formulation is an independent process, called thought or thinking, is supposed to be largely indifferent to the nature of particular languages. Languages have grammars,...but the use of language is supposed to be guided no so much by them as by correct, rational, or intelligent thinking" [8, p.31]. Thus, we are inspired with the current notion of growing interest of teachers who try to do their best at exploring their own classrooms in the process of professional engagement, i.e. from ideas of Lingua Didactics to their application, and to exploration language classrooms focused on productivity of authentic communication of the participants of the educational process. The purpose of this article is seen on providing the concrete steps via which the likely exploration might be carried out within the research function of a teacher development. ## II. METHODOLOGY The Methodology of this research reflects the ideas of the humanistic approach. In terms of the growing interest in teacher-initiated action research results there presents the axiology model of Culture as Self and Mentoring teachers based on the communicative motivation for exploring their own classrooms in the process of professional engagement. The latter is based on the role of the mindset, & the emotion/feelings sphere, the personality status within the security poly-cultural environment. Problem loci on some actual issues of the concept of humanization via expressive devices of culture, language and communication strategies of interaction that has been a neglected area of national public school education for some years. The humanistic principles promote the right atmosphere of psychological balance composing the basis for acculturation of the learning spaces which is understood in this research as a holistic process of using expressive devices of culture for confident and fruitful interaction by the participants of education [1; 2; 4; 5; 7]. Only one has to look at the large numbers of studies available to the teaching profession on Technology, Digitalizing, Testing, Monitoring, etc, and the scarcity of research works, monographs and dissertations on the personality culture, 'genuine' communication of students in the learning process, to see the imbalance. To take the comparison further, teachers have for some time been offered models of professional competencies, and educational website as effective tool, improving quality of education as a whole, and criteria for pedagogical assistance along with practical suggestions for classroom methodology, so on and so forth [6; 7]. It is only recently, however, these research investigations for CSD of the individual and acculturation into the humanities educational and informational spaces have offered thought-provoking ideas about what good culture oriented pedagogues do, ideas which hold implications for teachers who wish to help their students in this regard in terms of axiological approach, and to create the conditions of psychological balance within social and cultural activities [1; 2; 3; 5; 7]. In accord with current Scientific Scholarship, the problem aspects of Russian public school education in the main concern the need for transfiguration some of issues of its culture-creation mission in terms of humanism as dominant values because "the main danger of the civilization of XXI century is dehumanization of the human being, his/ her transformation to a machine of wishes and mass consumption" [1]. Taking into consideration these concepts, both scientific and pragmatic, the purpose of this manuscript is threefold: a) to introduce the Comprehensive Model of scientific and methodological support for Humanities teachers who need thorough attention and help in the aspect of creation of psychological balance in the classroom; b) to explore and determine the deficiencies of the subject level of proficiency in terms of the teachers' culture of communication; c) to define effective devices and means of minimizing deficiencies for organizational transformations and knowledge content efficacy in the learning and teaching process at Refresher Courses to keep the target language up to date and some other regional events of professional development of pedagogues within the spaces of 'genuine' communication. The programme of the study reflects on the actual issues of how constantly philosophers raised and solved the problem under discussion while addressing the fundamental problems of morality [1; 2; 5; 7]. In the main acculturation is understood as transfiguration of historical, cultural and creative tasks of formal vocational education of the teacher carried out in the socially significant spaces of the institutions of reproduction of the culture oriented personality as the main scientific problem of the continuing education system that needs requiring a solution is the mismatch between the complication of living conditions, the expansion of the teacher's functionality,...and archaic forms of its implementation [1]. So, the focus is positioned on dominant values and preferences reflected in the educational practices of a new formation, that of how to manage the "Tutoring and Mentoring" practices [1; 3; 4; 7] in the atmosphere of unpredictable realities of current era of postmodernism, within some of the most significant concepts that read "multilingualism and multiculturalism" in the world, efficacy of communication, culture identity in multilingual event spaces, where this is the ultimate individualization, continuity, openness, priority of the interests of the individual, networking, age diversity, andragogy, coexistence, (self) organization. All this means a must to overcome the negative reality and ideological trends, and to increase humanistic social activity for neutralizing the psychological imbalance in the spaces that helps to explore its components fruitfully. The world has changed, sustainable, safe development of the society has become nowadays in the main problem number one for the fulfilling of cultural mission of the national public school education that is considered crucial; humanity has reached the threshold beyond which a new morality, new knowledge, a new mentality, and a new system of values are needed for [1; 2; 7]. By the same token, current scientific Scholarship propose the questions under crucial consideration as who will create and grow them? After all, this future will depend on how the next generations will be able to understand these realities of the future since ancient times, the possibility of acculturation/ humanization' is perceived as an idea of the main goals of the development of the humanities [1]. At the same time, education also is changing; it is a must for educators to create conditions that enhance the process of perception of educational information via meta-languages which cover the concepts of Humanities and Natural Sciences; moreover, the heterochronous nature of the Knowledge Content should serve as a condition for creating "contrast structure-mental images", i.e. for "mental" language in physical spaces. Thus, the education system of the society as a whole, and in particular its humanitarian component, culture-oriented segments, will contribute to this to a considerable extent in the harmony context of Knowledge Content Efficacy and genuine communication of all participants of current teaching and learning [1; 4; 5;7]. In terms of this maxima, the acculturation of students' knowledge, in our case, the Humanities educators, should be of a practical nature focused on the perception of culture for Knowledge Content Efficacy via "genuine communication" as a novel theory and technique used to develop certain language skills, communicative competence, sociocultural and linguistic ones. This research considers this methodological concept for the management solution of these problems as essentials. Given all this, the concept of 'acculturation' based on integration reshapes our views on Technology and Pedagogy as a whole in terms of comprehensive models both on "genuine" communication and on social and culture activities. The *pragma* of these methodological positions actualize the concepts of the author's Comprehensive Model of Dominant Value Constructs [2; 3; 7]; not only do they support recurrent professional education of Humanities teachers but also make them manifest themselves both in the national consciousness of social and professional choices of the person who uses a "mental language" for culture to activate (organize, plan and perform) social search for friendly atmosphere for bettering outside the classroom (the phenomenon of multilingual concept sphere of the individual as a dominant value); to make the most of its expressive means, "mental" languages for mastering and preserving cultural values (the phenomenon of 'genuine' communication); and to comprehend the ways and own choice in social life for self-realization (the phenomenon of humanitarian self-organization of the individual). A general framework of intelligence architectonics modeling and project activities is presented to provide the design philosophy for Region Destination intercultural communication training models within the multi/poly-cultural information and education environment of security characteristics to disseminate the system of the novel Humanities practices for the Self as intelligent and cultural of the participants of the human speech communication process. In the basis of all the models and project activities in terms of intelligence architectonics methodology we consider three leading ideologemes/concepts: a) speech dynamics referring to the temporal characteristics in all stages of the human speech communication process (Li Deng, 2006); b) cubic model of the structure of intelligence (Guilford J.P., 1982); c) the concept of humanization of the poly-language educational environment (Bulankina, 2003, 2005). 1. This speech "chain" starts with the formation of a linguistic message in a speaker's brain and ends with the arrival of the message in a listener's brain. Given the intricacy of the dynamic speech process and its fundamental importance in human communication, this statement is intended to be included into a comprehensive material on educational programs and to address the following issues to students. The compelling reasons for carrying out this information are to answer in two related aspects. First, scientific inquiry into the human speech code has been relentlessly pursued for several decades. As an essential carrier of human intelligence and knowledge, speech is the most natural form of human communication. Embedded in the speech code are linguistic (as well as para-linguistic) messages, which are conveyed through four levels of the speech chain. Underlying the robust encoding and transmission of the linguistic messages are the speech dynamics at all the four levels. Second, advancement of human language technology, especially, that in automatic recognition of natural-style human speech is also expected to benefit from comprehensive computational modeling of speech dynamics. The limitations of current speech recognition technology are serious and are well known. A commonly acknowledged and frequently discussed weakness of the statistical model underlying current speech recognition technology is the lack of adequate dynamic modeling schemes to provide correlation structure across the temporal speech observation sequence (Li Deng, 2006.). 2. Cubic Model of the Structure of Intelligence: The largest number of characteristics underlying individual differences in the intellectual sphere was named by J. Guilford. According to Guilford's theoretical concepts, the performance of any intellectual task depends on three components – operations, content and results. Operations represent the skills that a person must show when solving an intellectual problem. He may be required to understand the information that is presented to him, memorize it, search for the right answer (convergent products), find not one, but many answers that equally correspond to the information available to him (divergent products), and evaluate the situation in terms of right-wrong, good-bad. The content is determined by the form of information submission. Information can be presented in visual and auditory form, it can contain symbolic material, semantic (i.e. presented in verbal form) and behavioral (i.e. detected when communicating with other people, when it is necessary to understand from the behavior of other people how to react correctly to the actions of others). The results – what a person who solves an intellectual problem eventually comes to, can be presented in the form of single answers, in the form of classes or groups of answers. Solving a problem, a person can also find a relationship between different objects or understand their structure (the system underlying them). He can also transform the final result of his intellectual activity and express it in a completely different form than the one in which the source material was given. Finally, he can go beyond the information given to him in the test material and find the meaning or hidden meaning underlying this information, which will lead him to the correct answer. The combination of these three components of intellectual activity - operations, content and results - forms 150 characteristics of intelligence (5 types of operations multiplied by 5 forms of content and multiplied by 6 types of results, i.e. $5 \times 5 \times 6 = 150$ ). For clarity, Guilford presented his model of the structure of intelligence in the form of a cube, which gave the name of the model itself. Each face in this cube is one of three components, and the whole cube consists of 150 small cubes corresponding to different intellectual characteristics. For each cube (each intellectual characteristic), according to Guilford, tests can be created that will allow this characteristic to be diagnosed. For example, solving verbal analogies requires understanding verbal (semantic) material and establishing logical connections (relationships) between objects, and requires a systematic analysis of the material presented in visual form and its evaluation. Having conducted factor-analytical research for almost 40 years, Guilford created tests to diagnose two-thirds of the intellectual characteristics theoretically determined by him and showed that at least 105 independent factors can be identified (Guilford J.P., 1982). 3. The humanistic approach to the poly-language educational environment concept that indicates the main features of the integration approach to varied languages of the information and educational spaces – verbal and non-verbal symbols/signs/languages – to help in providing the system of conditions for the Self as cultural and intellectual of all the participants of the human speech intercultural communication process (Bulankina, N.E., 2003 – my doctor's dissertation). Of special interest are the following methodology lines that concern a common division of the direct information transfer stages of the speech process, which is as follows: - Linguistic Level: At this highest level of speech communication, the speaker forms the linguistic concept or message to be conveyed to the listener. That is, the speaker decides to say something linguistically meaningful. This process takes place in the language center(s) of speaker's brain. The basic form of the linguistic message is words, which are organized into sentences according to syntactic constraints. Words are in turn composed of syllables constructed from phonemes or segments, which are further composed of phonological features. At this linguistic level, language is represented in a discrete or symbolic form. - Physiological Level: Motor program and articulatory muscle movement are involved at this level of speech generation. The speech motor program takes the instructions, specified by the segments and features formed at the linguistic level, on how the speech sounds are to be produced by the articulatory muscle (i.e., articulators) movement over time. The central scientific issue at this level is how the transformation is accomplished from the discrete linguistic representation to the continuous articulators' movement or dynamics. This is sometimes referred to as the problem of interface between phonology and phonetics. - Acoustic Level: As a result of the articulators' movements, acoustic air stream emerges from the lungs, and passes through the vocal cords where a phonation type is developed. The time-varying sound sources created in this way are then filtered by the time-varying acoustic cavities shaped by the moving articulators in the vocal tract. - Auditory and Perceptual Level: During human speech communication, the speech sound generated at the acoustic level above impinges upon the eardrums of a listener, where it is first converted to mechanical motion via the ossicles of the middle ear, then to fluid pressure waves in the medium bathing the basilar membrane of the inner ear invoking traveling waves. Thus, these three methodological concepts constitute the adapted core for the lecture notes of the seminars and activities in the frameworks of the recurrent system of intercultural communication process within the educational programming of recurrent education and project activities at Region Destination. The latter are devoted to main conceptual educational programs "Designing a safe communicative environment in the context of the implementation of the updated federal standards in the process of teaching intercultural communication" and 'Pedagogical support of a student in preparation for the final state certification in the light of the requirements of the updated standards: designing a system of educational tasks of a developing nature for the formation of subject, meta-subject and personal results of the development of the educational programs". ## III. RESULTS The empirical array under consideration covers the search experience and expertise within the classroom at Refresher Courses; more than 1500 teachers' experience and tutors are under surveillance and guidance, careful planning and timing, and pacing; module additional programs are used to be transformed and kept up to date in the professional spaces annually for creating the right conditions of tutoring and mentoring in the Drama Frames cultivated for the past ten years (since the year of 1995 till present) at the Humanities, Russian and Literature, and International Languages Department within Yearly Refresher Courses. Stage one reflects on the frame of the learning and teaching spaces of various elements, Technology, Pedagogy of a genuine communication of the participants, and Knowledge Content, and goal orientations achieved - to better social and culture activities - and subject components for improving coursebook presentation through drama in the teaching of spoken communication skills, and literature sources. All these strategies and stratagems - historical and social, subjective and objective, local and contextual, profile and creative, formal ones - are referred to an optional, but actual issues of multilingual concept sphere of the individual, as due to various semantic roots for clarifying, enhancing and harmonizing the constructs of the associative array, and learning conditions; for helping a perception of integrity of the reality, as 'the richer is the concept sphere of a student, the richer is the national, professional, and personal experience of the individual'. This frame of the proposals becomes a priority for students at the initial stage of the project to be adapted for inclusion into the classroom spaces via various languages of education [3; 7]. Basically, there are three major stages in a learning process of the classrooms which acculturation techniques are considered as unusual approaches in terms of games, humor, visuals, puzzles, role play, etc that should be used to develop certain professional skills, in particular, language skills for humanistic purposes, a) mental and physical preparation deepening perceptions including motives and emotions of the characters to create empathy via linking up with students' own experience; b) improvisation/mime to tap students' existing/target language via role play 'get up & do it for consolidation and fun; c) feedback to attract students' attention to the need of correcting mistakes and developing the feeling of responsibility for the results. Within the first frame we have to state that currently many practitioners view it not simply as very many things do not help/assist in creating high level motivation for communication culture in the classroom due to their absence in the educational spaces, i.e. language practice with experts, and lockdown in the pandemic period that leads to the lack of interest for developing communicative skills in the target native, Russian, and modern foreign languages; thus, given all this, the goals of this stage lie in the development spaces which have to cover in the main specifics of 'genuine' communication characterized in terms of hesitations, interruptions, distractions, misunderstandings, and even silences of the individuals which also constitute the architecture of the environment. Stage two is framed by the concepts of relationships, student leadership status and teacher background status which are of primary importance for cultivating communicative competence characterized by the structure, coherence and integrity of the individual thesaurus, the intelligence and the status making up the content of the following constructs; the polyphonic concept sphere of personality is understood as a combination of various elements of language culture, which implies the development of two main levels - speech culture and communication competence; mnemonic, speech-thinking, motivational-needs and interests, self-assessment and self-control of the concept sphere as the individual psychological supportive elements compose the individuality for a 'mental' language of the developing student that is manifested in his/ her experience and included into various types of activity. Within this frame of the external manifestation of the individual intelligence is speech activity, oral and written, as a part of culture as a whole that need some piece of advice for coaching. In this case, tutors are to ask the students to imagine a scenario where they are using the language in a way that is a perfect ten for them; imagine situations are very successful for the students if tutors ask them to rate themselves on the scale, i.e., where are they? then discuss what they would have to do to move up one step; that one step becomes a realistic action step that eventually leads them to wonderful places; let them realize the things that have already moved them up from zero; keep this mentality in the background of the group/teamship; let every positive interaction in the class be a catapult for growth, and keep curious about the progress that will come naturally. If these basic questions and tools are implemented correctly, one can transform student motivation, and increase practitioner wellbeing and engagement in the classroom; a tutor/teacher who notices low motivation in their class can improve the situation by search in terms of self-coaching. Stage three includes a frame of planning, timing and pacing the components and reasons for inclusion the development, problem-solving, and drama techniques in terms of the system flows of development tasks aimed at the texts reflected on the spaces of productive dialogue of the participants of fruitful interaction, i.e. [3; 7] that makes a teacher as a facilitator, not a gate-keeper to knowledge; one does not need to make it as easy for students to pass through that gate as possible, and to guide the students all the way by using their strengths and supporting their deficiencies. Within this frame, if a tutor needs to create engaged, positive learners with strong positive motivation, one has actually to engage the students in the process of asking them – what they want to learn, what benefits the subject brings to them, what every conversation does bring to them, let them see that these positive, active interactions create life-changing transformation and abilities in them; there, in particular, a tutor offers a seriously valuable service to the students, giving them the gift of verbal communication, let them learn how that impacts each student in the classroom, let them see how it creates value for them and understand each other (what it is they like to do, where they feel anxious and inadequate, etc); these sessions create a bond of trust between students and teachers, between students and students that motivates them to be in the class, because this atmosphere aimed at honest discussion with students, their positive response, and positive feedback. So, individual stratagems of the participants through drama related to the two major objectives of using drama in teaching - allow the individual to navigate in the cultural and intercultural space in the class and outside creating the need for speaking, a "genuine" communication. This theoretical and practical survey of the multilingual concept sphere of the individual within the current professional spaces gives us grounds to determine the functions for acculturation of life-long/ recurrent education of a modern pedagogue, to verify actual issues of the professional education, to fill the gap in the scarcity of research works, monographs and dissertations on the personality culture, 'genuine' communication, and culture self-identity/self-determination of students. The renewed interest in andragogy is partially due to the affordances provided by different Technology and Pedagogy for Knowledge Efficacy. An equally important task is to cultivate the ability to interact with others with dignity, self-will, and a sense of personal security, i.e. culture self-determination (CSD). Taking into account cultural activities and dominant values of current public school education, current technologies such as drama, social media resources, TeachMeet resources and Flipped Classes activities, online and offline instruction, etc, integration of these flow processes as the main factor of Knowledge Content Efficacy compose the basis for communicative and educational spaces of the Humanities environment. In the main, these three methodological frameworks are very important for realization of the project in the learning spaces because it helps the tutor a) to solve professional problems with efficacy, b) to enhance the whole palette of means for self-realization via social and cultural activity; c) to design their own frames of integrated tasks of cognitive, developmental and educational character in the format of role play and singlish sessions, drama and games sessions for involving actions, imagination, emotions, both learning and acquisition that find reflection on the teachers' publications (more than 500 articles) of Novosibirsk Destination in on-line Russian journals annually [2;7]. This current search within the author's conceptual framework of CSD is also seen as a humane and humanitarian mission of the poly concept sphere of the individual allowing the boundaries of the human existence of the participants to be expanded within the professional educational spaces that still need much more attention to from both sides, at the State and Regional levels because of some professional deficiencies, shortage of professionals and specialists, and weaknesses of Russian professional education at the initial stages. Of special interest are the following prognosis methodology lines that concern a common division of the direct information transfer stages of the speech process, which is as follows (Table 1): Table 1: Stages of the speech process <table><tr><th>Level</th><th>Post Effects</th></tr><tr><td>Linguistic Level The highest level of speech communication, where the speaker forms the linguistic concept or message to be conveyed to the listener; i.e. the speaker decides to say something linguistically meaningful.</td><td>Effect One This process takes place in the language center(s) of speaker's brain The basic form of the linguistic message is words, which are organized into sentences according to syntactic constraints, then composed of syllables constructed from phonemes or segments, further composed of phonological features. So, language represented in a discrete or symbolic form.</td></tr><tr><td>Physiological Level Motor program and articulatory muscle movement takes the instructions, specified by the segments and features formed at the linguistic level that concerns how the speech sounds to be produced by the articulatory muscle (i.e., articulators) movement over time.</td><td>Effect Two The central scientific issue at this level is how the transformation is accomplished from the discrete linguistic representation to the continuous articulators' movement or dynamics. This is sometimes referred to as the problem of interface between phonology and phonetics.</td></tr><tr><td>Acoustic Level Acoustic air stream emerges from the lungs, and passes through the vocal cords where a phonation type is developed.</td><td>Effect Three The time-varying sound sources created in this way are then filtered by the time-varying acoustic cavities shaped by the moving articulators in the vocal tract.</td></tr><tr><td>Auditory and Perceptual Level The speech sound generated above impinges upon the eardrums of a listener.</td><td>Effect Four Firstly converted to mechanical motion via the ossicles of the middle ear, then to fluid pressure waves in the medium bathing the basilar membrane of the inner ear invoking traveling waves.</td></tr></table> <table><tr><th>Level</th><th>Post Effects</th></tr><tr><td>Linguistic Level<br>The highest level of speech communication, where the speaker forms the linguistic concept or message to be conveyed to the listener; i.e. the speaker decides to say something linguistically meaningful.</td><td>Effect One<br>This process takes place in the language center(s) of speaker's brain The basic form of the linguistic message is words, which are organized into sentences according to syntactic constraints, then composed of syllables constructed from phonemes or segments, further composed of phonological features. So, language represented in a discrete or symbolic form.</td></tr><tr><td>Physiological Level<br>Motor program and articulatory muscle movement takes the instructions, specified by the segments and features formed at the linguistic level that concerns how the speech sounds to be produced by the articulatory muscle (i.e., articulators) movement over time.</td><td>Effect Two<br>The central scientific issue at this level is how the transformation is accomplished from the discrete linguistic representation to the continuous articulators' movement or dynamics. This is sometimes referred to as the problem of interface between phonology and phonetics.</td></tr><tr><td>Acoustic Level<br>Acoustic air stream emerges from the lungs, and passes through the vocal cords where a phonation type is developed.</td><td>Effect Three<br>The time-varying sound sources created in this way are then filtered by the time-varying acoustic cavities shaped by the moving articulators in the vocal tract.</td></tr><tr><td>Auditory and Perceptual Level<br>The speech sound generated above impinges upon the eardrums of a listener.</td><td>Effect Four<br>Firstly converted to mechanical motion via the ossicles of the middle ear, then to fluid pressure waves in the medium bathing the basilar membrane of the inner ear invoking traveling waves.</td></tr></table> The integration characteristics of intercultural communication at the national and international levels initiated many innovations in the system of national education in the third millennium, based on which topical aspects of multilingualism and multiculturalism occupy priority positions due to their cognitive, developmental and educational functions. Along with positive trends in recent decades, there have been systemic negative phenomena accompanying foreign language education at various levels and requiring close attention of both the university pedagogical community and teachers of general educational organizations. The priority functions of the linguistic component of the human mentality are necessarily reflected in state documents on education, and in the organizational and content of scientific and methodological support of educational programs of language education in general, making up the methodology and axiology of modern program research of the Russian foreign language. In philosophical, scientific, pedagogical and methodological discourse, the culture-created function as an important value aspect of education is widely used. The appeal to advanced pedagogical practices within the framework of the design activities allows us to state some of the most striking positive phenomena occurring in the space of intercultural communication and motivating to the mastery of languages, the development of international language culture as a whole. The program strategy is to teach everyone, to educate everyone with the help of numerous and diverse means of foreign-language multicultural education reflected the two-fold program strategy (Table 2). Table 2: The two-fold program strategy <table><tr><td>Frames</td><td>Post Effects</td></tr><tr><td>Frame One 1. Preserving the traditions of schools with in-depth study of foreign languages to maintain interest in multilingual/bilingual education, and the emergence of linguistic classes/schools/centers in the all-Russian and regional space, and the creation of schools with a national cultural component, including expanding the range of languages studied. 2. Testing integrated courses based on the variability of curricula and teaching aids and materials, and early learning/teaching of foreign languages; cultural exchange of teachers and school teams of educators; the enrichment of educational and methodological literature on foreign languages for general education organizations and universities with a culture-oriented and culture-centered component in the perspective of the principle of continuity.</td><td>Effects 1. The design activities of scientific and methodological support for foreign language educators – teachers, students of linguistic and non-linguistic universities is possibly provided that the strategic line of teaching creativity is promoted by creativity - from the Heads to the educators-practitioners – to the Heads. 2. Literature review on the target activity; A series of webinars/seminars for teachers to be conducted; Strategy and tactic sessions on the target activity with the authors of the textbooks and manuals to be conducted; Teaching materials to be collected; online classes with students to be organized; task analysis to be provided.</td></tr><tr><td>Frame Two 1. The results of the analysis of Final Test Works - 2022, as well as the results of previous years according to the criterion of &quot;Achievement of planned results&quot;: The lexis-grammaR and phonetic skills of students, i.e. language and compensatory competencies, are insufficiently formed; receptive skills are somewhat better formed, allowing students to perform tasks on &quot;Listening with understanding of the requested information&quot; and on &quot;Reading with understanding of the main content of the read text&quot;. A productive task on &quot;Speaking: a monologue statement based on a plan and visual information&quot; is performed worse than receptive tasks by most students. The task of describing the photo is a significant difficulty for students with poor language training. 2. The corpus of meta-subject skills designed in the Federal State Educational Standards are of great importance within the framework of &quot;Foreign Languages&quot;. This is semantic reading (search, processing and interpretation of information in the process of reading). And the ability to evaluate and to interpret the information from various sources, logically reflect the viewpoint of a student, the choice of effective strategies in various communication situations, the ability to draw conclusions, etc. This is actually the intellectual corpus of personality/the intellectual component of communication and generalization (after A. A. Leontijyev).</td><td>Effects 1. The reason lies in studying the grammatical structure of a language, more attention is paid to the formal aspect, namely, to the formation of grammatical forms, and not to the substantive, functional, i.e. their use depending on the meaning in different contexts. Basically, tasks are offered on the example of unified/ separate sentences, and students do not learn to pay attention to the context. Often, in foreign language lessons, the teacher and students often communicate not in the foreign language being studied, but in their native language. Speaking tasks are replaced by memorizing &quot;thematic texts/topics&quot;. Poor vocabulary and grammar skills in foreign languages lead to inability of a student to participate in the speech intercultural communication, and to express the Self as Cultural and Intelligent. 2. Accordingly, the following methodological concept follows - language practices correctly built on the basis of modern approaches could make up a significant contribution to the formation and development of functional literacy as a component of a unified system for assessing the quality of students&#x27; results in mastering academic subjects within the framework of the introduction of updated federal standards.</td></tr></table> Two-fold strategy program reflects the causes of deficits in the educational preparation of students identified during the analysis - insufficient attention to the analysis of educational strategies for working with texts of various kinds; ignoring the semantic, functional side when studying grammatical material and lexical units – are voiced at the meetings of the Regional Methodical Associations, participants are recommended to use the method of synthetic reading and its individual techniques. Below we offer for understanding the following concept in three boxes of texts that can be used as a learning strategy during the next sessions of the methodological association. Synthetic reading is reading in which the reader's attention is completely or mainly focused on the content, and this content is perceived holistically. Synthetic reading teaches the understanding of simple texts, without the use of analysis and translation. In synthetic reading, one has to consciously pay attention to complex words, internationalisms, since to a large extent they help the development of reading without a dictionary without hindering the holistic perception and understanding of the text. Texts for synthetic reading are based on vocabulary familiar to students, they include up to $5 - 7\%$ of unfamiliar words that can be independently understood by students without reference to the dictionary - relying on the disclosure of meaning by word formation, logical context and language guess. Taking into account the peculiarities of the "clip" thinking of modern students, we immediately make the installation that the educational material should be interesting, small in volume and with a constant change of activities. Another feature of "clip" thinking is the preference for visual information processing strategies. This feature involves the use of a wide illustrative series, tables, diagrams, videos, etc. For example, do not neglect such an exercise as composing a story based on pictures. You can also include a simple search task in the number of tasks: match a word and an image. Tasks to search for meaningful words develop visual attention, contribute to the expansion of vocabulary. For example, for any text related to the description of attractions, you can offer the following number of lexical units: sight, tour, uemsum, monument, dgebir, square, terow, etc., from them students need to choose words that make sense. It is important to teach how to highlight the reference words in the text. Auxiliary words are written out, based on them, the text is retold. To develop visual attention, you can close the text when retelling, and if it is difficult to open the text for a few seconds, so that students pay attention to the highlighted word and reproduce the text. Such work is offered both for home performance and as a type of work in the classroom to eliminate meaningless memorization of the text. For the development of visual-motor coordination and the skill of switching off from one to another information to another, the introduction of two or more texts combined into one is proposed. It can be alternating through a sentence or through a paragraph, but highlighted in color. This type of work does not cause any particular difficulties for students, but the ability to separate information and retell it separately from each other already requires additional work. It is recommended to diversify the task of drawing up a text plan by drawing up various types of a plan (quotation, question, scheme, keyword, etc.), as well as various tables and mental maps. The selection of texts is recommended based on the following criteria: - the entertaining plot; - the relevance of the content; - the topical proximity of the subject matter to the life experience and interests of students; - the possibility of a clash of points of view and judgments that give rise to discussion; - the possibility of various situational, lexical and grammatical transformations; - the educational effect in axiology of training-intellect, culture, dominant values as security of a student and a teacher. The basis of authentic intercultural communication as a process is the correlation of all types of speech activity, and this determines the search for means of combining learning how to read, speak, write and listen. The actual issues of interconnected learning is due to the fact that an "unusual" text has often been used as a teaching material in the learning process, because the text has changed its structure, form and transmission channel. That is, not only a solid and incomplete printed text, but an also media text, video text (both proposed by the teacher and created by the students themselves) began to be used as didactic material. When working with media and video texts all types of speech activity are activated, since simultaneous (synthetic) work on the formation of listening, speaking, reading, and writing skills is assumed. Along with audio-visual means specially developed for educational purposes, teachers also use authentic ones - documentaries, feature and animated films. Educational films created for specific purposes correspond to the Knowledge Content of the level of education, and documentaries, feature films, animated films, Internet content are those educational materials analyzed by the teacher and adapted to the goals and content of educational activities. Another type of educational material is videos created by students with the support and assignment of the teacher. The use of video materials helps to create a favorable and secure atmosphere in the classroom, contributing to the active, creative and productive activity of students, stimulates the human speech intercultural communication as an intellectual activity. Along with traditional devices, teachers use new methods and techniques of working with modern texts, allowing them to teach in a new way to present information in the process of communication. One of these methods is the "mobile video" method. "Mobile video" is a method that allows using modern technologies in the learning process and forming stable speaking, listening, reading and writing skills, as well as making the learning process interactive, exciting and fascinating. So, at levels A1 (elementary) and A2 (basic), you can use a video monologue (description, report, address, greetings) and a video dialogue (request, advice, conflict, discussion, interviewing). A video monologue involves a student's statement on a certain topic, for example, it can be a story about oneself, about the phenomenon of reality, about surrounding objects, professions, about a book he has read, etc. A monologue can consist of a certain number of sentences (depending on the level of training), can be built on the basis of the model of utterance proposed by the teacher, based on reference words and phrases, etc. The author can be both in the frame and behind the frame. A video dialogue is an imitation of a conversation in a certain situation (dialogues at school, in a cafe, in a canteen, in a store, on a bus, on the street, etc.). The number of replicas and the level of complexity depend on the requirements for the results of possession of this type of speech activity in accordance with the Federal State Educational Standard. Already at the A1 level, the student has enough vocabulary to record a video monologue about himself, about his family, about his room, about his city, etc. or a video dialogue in a cafe, in a store, at the post office, in a hospital. At the elementary and basic levels, the teacher offers educational material for each topic (words, phrases, important phrases, questions, etc.), and in the future this work will be carried out by the student himself: to highlight keywords, and to formulate the main thoughts, etc. Creative projects and models of students created independently outside the classroom are information material for listening, discussion, as well as a form of control. The teacher can check whether the vocabulary, grammatical constructions of previous classes have been assimilated in a new context, check the formation of speaking, listening, and writing skills (if the student wrote the script himself), reading (if the video is subtitled). After watching the video designed by the students problem tasks are offered in the lesson. Tasks are given in stages. At the first stage, standard questions are asked to be suitable for the initial discussion of any type of "mobile video". The questions of the second stage depend on the goals and the topic of "mobile video". These may be questions for understanding vocabulary, for checking up the understanding of the content of the text, questions involving reasoning, etc. The tasks of the second stage are performed after the second viewing of the "mobile video". The third stage of working on the video involves telling the student about what he saw on the screen. The application of the model of teaching synthetic types of speech activity allows to use new forms of work with media or video text to organize the formation of several competencies necessary for students to demonstrate the achievement of educational results when performing tasks of external evaluation procedures, in particular the All-Russian verification work, and at the same time to neutralize the difficulties of the technical component of the work. In sum, we state that the teacher is an important subject of the educational process, the process of teaching foreign languages, but his main activity, a very significant activity is carried out before the lesson, in the space of designing/creating a lesson project/lesson system. The teacher makes decisions about what tasks to set for students, the solution of which will lead them to achieve the goal; what types of activities to offer to students to support their motivation, what materials and how to present to students with different representative systems, how to optimize the interaction of students. The teacher predicts possible difficulties of students, conflict zones, planning measures to overcome them. All this activity is carried out before the lesson, and the field of activity in the lesson is provided to students, and the teacher acts as a mentor, moderator of students' activities, consultant and assistant. Teachers will undoubtedly note a different order of decision-making from the traditional lesson when planning (designing) the lesson. After setting a goal in traditional centered education, the question of the knowledge content of training is raised. When implementing the system-activity approach, it is necessary to solve, as the second task after goal-setting, what activities, what actions the student must perform to achieve the goal, and then it is necessary to decide in what social form of interaction the task will be solved, the formation of which intellectual skills will or should be facilitated by the activities of students. Taking into account the above statements, a final decision is made on the selection of the appropriate content. Another argument in favor of such a place for students' activities is the focus of the learning process on the development of the personality of schoolchildren and their interaction. This research based on this methodological challenge is one of the attempts of the author of this opus within the longitudinal survey to respond to the novel challenges of a constantly changing world, including linguistic, or rather, multilingual and multicultural. In turn, challenges, representing a holistic vision of problematic loci in FL teaching constantly expand the boundaries of the study of the topical issues of the Self as cultural. Regional foreign language teacher team ships have repeatedly stated at the All-Russian level, finding the support of the pedagogical community of the country. As is the case, the idea of using CLIL arose as a result of increased requirements for the level of proficiency in a foreign language with limited time to study it. This approach allows teaching two subjects at a time, although the main focus may be on either a language or a non-linguistic subject. Language learning becomes more purposeful, as the language is used to solve specific communicative tasks. By the same token, students have the opportunity to better learn and understand the culture of the language being studied, contributing to the formation of socio-cultural competence of students. The student passes through a sufficiently large volume of language material, providing a full immersion in the natural language environment. It should also be noted that working on various topicality situations allows one to master specific terms, certain language constructions. Such a training format contributes to the implementation of the thesaurus for specific purposes This opus presents in brief some of the clarified recommendations in the aspect of preparing students for an external unified system for evaluating educational results of students in a safe communicative space of a novel lesson. Prepare speech communication cliches (in the format of a system of educational tasks/patterns) for each of the activities in the native language/foreign language (recommended for managers and teachers as an independent practical work). While teaching listening, teach students the use of various listening strategies: to use authentic recordings of different genres in the educational process without relying on written text; to extract detailed information from the text, develop the following skills: identify important arguments, details, keywords, examples, as well as specific dates, numbers, proper names, geographical names; carry out reflection: comment on the answers and explain the difficulties encountered during the task. While learning to read aloud, repeat the basic rules of reading words; constantly work on pronunciation, conduct phonetic exercises at each lesson. When teaching reading with the understanding of what has been read, abandon the practice of reading and translating what has been read, since this outdated approach is not focused on understanding based on the semantic and structural type of reading; to form students' skills to determine the topic, highlight the main idea, select the main facts from the text, predict the content by text elements, highlight semantic supports. When learning to operate with grammatical and lexical material, pay attention to grammatical tasks based on coherent texts, to seek an understanding of their general content and functions of the grammatical forms being studied, as well as to focus on grammar when teaching listening, reading, writing and speaking; to introduce and train lexical and grammatical structures using contextual tasks. When teaching speaking, teach how to compose a consistent and logical utterance according to a plan based on visual support (photo, picture, etc.); pay attention to the correctness of the linguistic and semantic construction of the utterance; teach how to use linguistic means of logical communication to ensure the coherence of the oral utterance; compose monologues/dialogues on different supports: by analogy with the sample, by keywords, plan, speech situation, picture, problematic issues. ## IV. CONCLUSION This study is a continuation of longitudinal research in the problem area of humanistic activities of the regional information and education environment, which is currently undergoing significant changes due to the actual value aspects of the polyphony of innovative theoretical research and pedagogical findings. The authors see the mission and goals of this article in presenting some novel results of the investigation of regional peculiarities in the aspect of integrated modeling and de-sign. Based on theoretical, methodological and practical search of modern realities the article focuses on the environmental and cultural approaches as the leading ones. The latter helps to formulate the following methodological message: the constructive self- development of the region professional potential is possible if focused on leadership and communicative strategic guidelines. Modeling and designing of the humanitarian trends of the regional information and educational spaces are to develop the research array in terms of the use of systemic humanistic, humanitarian and communicative strategies. It means the reflexive activity on cultural self-determination of a personality who turns/goes professional, and then is in need of the basic intellectual skill set as a priority. As a result of developing the axiology context of the current target study, this project reflects the innovative dominant value trends integrated into the sociocultural and professional system of the region within the threefold intellectual architectonics covering the findings for professional potential development in terms of a) psychological balance; b) the intellectual component of a goer professional c) the communication management of professionals. In conclusion, the authors state the significance of the target goals and devices to systematically develop, test and implement optimal models of communication models for the existence of the participants of a secure information and communication environment, taking into account regional specifics. This search initiated as a conceptual approach to the intellectual/intelligence architecture on international language training of students of various educational programs/projects, focuses, first and foremost, on learning to live together, on developing knowledge about others - their history, traditions and ways of thinking; learning how to acquire knowledge by studying via life; learning to work improving one's professionalism and acquiring global competencies, creativity, critical thinking in the Humanities and Sciences. Giving start-up to the prospects of foresight that greatly facilitates the group and team ship activities, currently too often ignored in pedagogical practice. That is, learning to live without leaving any of the talents unclaimed is the basic proposition of priority values of the society and human being, remains more relevant than ever before, in the third millennium, which is in a constant search of its value priorities in the space of ambiguous spirituality and morality of the mankind. 1. Bulankina, N.E., Galskova, N.D., Nikitenko, Z.N., Koryakovtseva, N.K. The Content of Language Training of the Engineer of the Future in the Context of an Ecological and Social Approach//Integration of Engineering Education and the Humanities: Global Intercultural Perspectives. IEENGIP 2022. Lecture Notes in Networks and Systems. Vol.499. Springer (2022). 2. Murugova E.V, Bulankina N.E, Mishutina O.V, Communicative strategy of University education: current discourse. E3S Web of Conferences, - INTERAGROMASH. Vol. 273. Rostov-on-Don. Pp. 12152 (2021). 3. Egorova, E.V., Bulankina, N.E. Strategy and tactics of current professional education: axiological approach // XV International Scientific Conference on Precision Agriculture and Agricultural Machinery Industry "State and Prospects for the Development of Agribusiness - INTERAGROMASH 2022", Rostov-on-Don, Russia, Edited by Malygina, I.; E3S Web of Conferences, Volume 363 (2022). 4. Molokova, A.V., Bulankina, N.E. Methodological Support for Educators: Recurrent Professional Development Perspectives in the Aspect of Distance Learning // Pedagogical Image. Vol. 14. No 4 (49). pp. 648-65. (2020). 5. Bulankina, N., Malahova, N., Egorova, E., Seredintseva, A., Tsybaneva, V. Dominant values of professional development education spaces of cross-border regions in the aspect of postmodernism // Innovative Technologies in Science and Education (ITSE-2020), Rostov-on-Don, Russia, Edited by D. Rudoy, A. Olshevskaya and V. Kankhva; E3S Web of Conferences, Volume 210 (2020). 6. Li Deng. Dynamic speech models, theory, algorithms, and applications. Synthesis Lectures on Speech and Audio Processing #2 Microsoft Research Redmond, Washington, USA SYNTHESIS (2006) Copyright ©2006 by Morgan & Claypool. DOI: 10.2200/S00028ED1V01Y200605SAP002 7. Bulankina, N.E., Mishutina, O.V. Didactic design as the basis for the professional spaces of pedagogical education. Siberian Pedagogical Journal. Vol.3. Pp. 64-74 (2022). 8. Landmarks of American Language & Linguistic Volume 1 A Resource Collection for the Overseas Teacher of English as a Foreign Language Frank Smolinski Editor Wshington, D.C.20547 1993. 266p.

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