SITUATIONAL FOREIGN LANGUAGE TEACHING IN CONDITIONS OF INSTABILITY: ADAPTIVE MODELS OF IMPLEMENTATION

Abstract

The article investigates the peculiarities of implementing situational foreign language teaching in contexts of social and educational instability. It highlights the necessity of adaptive learning models that ensure the continuity of the educational process while preserving its communicative focus. Through the analysis of recent scientific literature and the synthesis of pedagogical experience, three main models are distinguished: context-adaptive, hybrid situational, and psycho-emotionally oriented models. Each model addresses specific challenges posed by unstable environments, aiming to maintain engagement, motivation, and the effectiveness of language learning. The study demonstrates that situational learning enhances the development of foreign language communicative competence, supports critical thinking, fosters empathy, and strengthens interpersonal interaction skills in dynamic and unpredictable conditions. Additionally, it underscores the importance of methodological preparation for educators, highlighting the need for flexible lesson planning, responsive instructional strategies, and ongoing professional development. The findings suggest that adaptive models not only mitigate the negative impacts of instability on learning outcomes but also contribute to the holistic development of learners as autonomous, communicatively competent, and emotionally resilient individuals. The article provides practical recommendations for integrating situational learning approaches into curricula, promoting a balanced combination of technological, cognitive, and socio-emotional components in modern foreign language education. These insights are particularly relevant for educators working in contexts of uncertainty, displacement, or rapid societal change.