Both content and form of the “Applied Linguistics” bachelor cycle from the point of view of integral foreign and Russian higher education practices are analyzed in the article. Key issue of the paper is following: Russian State Higher Professional Education Standards of the Third Generation focused on the competence-based approach provide high educational performance and competitiveness of the university graduates. It is significant that integrative educational approach implemented by mixed active-interactive forms and extracurricular lessons and further students’ professional skills development is the main objective of contemporary Higher Professional Education. Composite nature of the educational content is in integration of the subjects focused on Russian-English Philological and Communicative competences within the Variable Curriculum Part. Thus, “Applied Linguistics” bachelor degree holders (qualification “Academic Bachelor”) become well experienced in Russian-English oral, written, and virtual professional communication and qualified employees. Authors explore the problem of active-interactive educational forms combination using their own experience. For instance, such courses as “Comparative Grammar of the Russian and English Languages” (3 year bachelor), “Foreign Language” (2 year bachelor), “Topical Problems of Foreign Linguistics” (4 year bachelor), “English Grammar basics” (1 year bachelor), “English Grammar” (2 year bachelor), “Intercultural Communication” (1 year) include interactive lectures, problem lectures, and even binary lectures these types can be combined within one lesson. Project method is the key one, and the case study and brainstorm methods, and role-plays are additional, when we speak about practical lessons.

Статья посвящена анализу содержания и формы учебного процесса бакалавров по профилю «Прикладная филология» с точки зрения интегральных процессов в рамках современных образовательных практик мировой и отечественной высшей школы.