CONTENT OF WORKING WITH EDUCATIONAL MATERIALS IN LANGUAGE EDUCATION
Abstract
This article analyzes the key linguodidactic principles that determine the content and quality of teaching materials in mother tongue education. In modern approaches, teaching materials are interpreted not merely as sources of information, but as cognitive and communicative environments that foster learners’ language development. The study highlights criteria for selecting teaching materials and designing tasks based on Stephen Krashen’s Input Hypothesis (i+1), Lev Vygotsky’s Zone of Proximal Development, and John Biggs’s principle of constructive alignment. It also explains the informational, motivational, regulatory, and transformational functions of teaching materials. Special attention is given to such selection criteria as authenticity, relevance, cognitive appropriateness, and communicative potential.