The article is devoted to the study of theoretical and

methodological foundations of cross-cultural linguodidactics as a new

direction in language teaching methodology. The conceptual

provisions of linguoculturology and intercultural communication

theory, which serve as a methodological foundation for forming a

cross-cultural paradigm of language education, are examined. The key

ideas of the founders of intercultural communication theory (E. Hall,

G. Hofstede, F. Trompenaars) are analyzed, as well as the contribution

of Russian scholars (E. M. Vereshchagin, V. G. Kostomarov, I. I.

Khaleeva, Yu. N. Karaulov) to the development of linguocultural

studies and the concept of secondary linguistic personality. The article

substantiates the position that cross-culturality is an interdisciplinary

concept integrating linguistic, cultural, and linguodidactic aspects. The

research methodology based on the principles of systematicity,

interdisciplinarity, and cultural conditioning of language is described.

Particular attention is paid to cross-cultural linguodidactics as a

practical implementation of cross-cultural principles in a multiethnic

linguistic and cultural space. It is determined that the formation of

cross-cultural competence is a necessary condition for effective

intercultural communication in the modern multicultural world. The

research results can be used in the practice of teaching native and

foreign languages, as well as in developing curricula and

methodological materials for the language education system.