Russia’s gastronomic code as a means of fostering linguodidactic competence in Russian as a foreign language lessons

This article examines the linguodidactic potential of the gastronomic code of Russian culture in the practice of teaching Russian as a foreign language (RFL). The gastronomic code is interpreted as a component of the national conceptual sphere—a system of signs (names of products and dishes, phraseological units, precedent texts, and feast rituals) that embody culturally significant meanings. It is argued that using this code facilitates the comprehensive development of foreign language learners' linguodidactic competence, integrating linguistic, speech, sociocultural, and linguacultural components. A multi-level model for the selection and presentation of gastronomic material (A1–C1) is proposed and a system of techniques is described: linguacultural commentary, work with recipe texts, analysis of phraseology and precedent phenomena, role-playing, comparative analysis, and project activities. The conclusion is that the gastronomic code serves as an effective didactic resource, linking linguistic form, cultural meaning, and communicative action. The necessity of addressing the topic of gastronomic code in the educational process is substantiated. The characteristics of the gastronomic code in teaching Russian as a foreign language are outlined. The semantic characteristics of the gastronomic code in the educational process are determined, which contributes to the development of sociocultural competence and ensures natural grammatical practice.