Language education in the structure of training of future primary school teacher

The article deals with the problem of language education in the structure of the future teacher's professional training. The characteristics of the European profile of language pedagogical education are presented as follows: knowledge of the main language categories, definition of strategies and skills, development of reflexive language practice and objective self-esteem; understanding of social and cultural values, the diversity of languages and cultures, the importance of studying and teaching foreign languages and cultures, learning on the basis of the European Commonwealth. It has been determined that language training in higher education is a multidimensional phenomenon, the essence of which is disclosed in the historical and cultural aspect (archetype of European culture), institutional aspect (subsystem of national educational systems), system and structural (a set of typologically different variational models that differ in national-cultural features, professional requirements, organizational, managerial , teaching and methodological support). It is emphasized that the content of the elementary school teacher training consists in forming the communicative competence of future teachers of the post-secondary school, the ability to communicate in the official language at the official-business level; have the skills of normative literary speech (his oral and written form) in various spheres of communication, the ability to understand others and produce their own programs of communicative behavior, adequate to goals, spheres, situations of communication, active interaction with other speech actors, ability to possess varieties of speech styles communication in situations of conflict prevention and resolution. It is concluded that the language education space today is organized in such a way that it reflects a language policy that would contribute to strengthening the position of the native language and also opened up new opportunities for the professional development of the individual. The language educational space today is organized in such a way that it reflects a language policy that would contribute to strengthening the position of the mother tongue and also opened up new opportunities for professional development of the individual.