This article develops a methodological framework for assessing linguocultural competence through digital folklore mediation in pre-service philology teacher education. Digital folklore mediation is defined as a purposeful sequence in which a source-verified folklore text is interpreted in its cultural context, compared with another cultural tradition, explained for a defined audience, redesigned through digital and multimodal resources, and transferred into pedagogical practice. The study uses an integrative review, construct mapping, criterion synthesis, and methodological modelling. It combines CEFR mediation descriptors, intercultural competence assessment, folklore corpus principles, critical fairy-tale pedagogy, and research on digital multimodal composing. The resulting system contains seven complementary instruments: a source-and-version passport, a linguocultural annotation card, a comparative-interpretive memo, an audience profile and mediation script, an analytic rubric for the digital artefact, a microteaching observation protocol, and a reflective-transfer portfolio. An eight-criterion, 100-point rubric is proposed to assess source reliability, linguocultural interpretation, intercultural comparison, audience-sensitive mediation, linguistic-pragmatic appropriacy, multimodal coherence, ethical-legal responsibility, and reflective pedagogical transfer. Four performance levels and a seven-stage assessment cycle are also specified. Because the study is conceptual rather than experimental, the instruments are presented as a defensible prototype, not as a fully validated scale. A three-phase validation protocol involving expert review, cognitive usability testing, classroom piloting, double scoring, and fairness analysis is therefore recommended before high-stakes application.
Developing Assessment Instruments for Linguocultural Competence Through Digital Folklore Mediation
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