Abstract
The article provides a comprehensive theoretical and practical analysis of innovative strategies for teaching Russian literature within a modern multilingual educational environment. In the context of globalization and increasing migration flows, the traditional monocultural approach to literary education is becoming less effective, necessitating a transition to a dialogue-based, intercultural paradigm. The author argues that teaching Russian classics, such as the works of L. Tolstoy, F. Dostoevsky, and M. Sholokhov, in a poly-linguistic classroom requires not just linguistic translation, but cultural mediation. Drawing on contemporary research indexed in Scopus and Web of Science, the study identifies several key innovative directions: the technology of "intercultural dialogue," digital storytelling, and the scaffolding strategy through linguistic anchoring. The core of the research is based on the idea that literature serves as a "living nerve" of social interaction, as posited by A.A. Leontiev, and a bridge between diverse national identities. The author analyzes the effectiveness of comparative literary analysis, where Russian classical archetypes are mapped against national literary traditions, such as Uzbek or Kazakh, to foster deep empathetic engagement. Methodologically, the article utilizes case studies from higher education institutions in Uzbekistan, demonstrating how multimedia tools—such as book trailers and digital diaries of characters—transform passive reading into an active creative process. The results indicate that these strategies significantly increase student engagement and reduce the cognitive load associated with complex grammatical structures and archaic vocabulary. Ultimately, the article concludes that the modern literature teacher must act as a cultural mediator, using innovative tools to make classical texts relevant and accessible to the 21st-century learner while preserving their aesthetic and philosophical depth.References
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