The article examines model of intercultural integration and adaptation of teaching Russian in the Republic of Cuba, the Bolivarian Republic of Venezuela, and the Republic of Nicaragua which have been chosen due to the fact that they are currently the friendliest Latin American countries in relation to the Russian Federation. Current situation with teaching Russian language in these countries is retrospectively analyzed. The model proposed by the authors includes four interrelated blocks: value-bades, structural, procedural and methodological. The first block defines social and personal values, based on which learners value orientation towards learning the Russian language is formed. The structural block examines existing government and educational structures, as well as connections between them, contributing to the processes of intercultural integration and adaptation of teaching Russian in the specified countries. The authors believe that the linguacultural approach should be used in teaching Russian as a foreign language.
Danilov et al. (Wed,) studied this question.