One of the important conditions for the consolidation of Russian society is to ensure harmonious interaction of ethnocultural and All-Russian identity. In this regard, the relevance of the research is determined by the need to develop methodological foundations for the organizing of ethno-linguistic education as a factor in the formation of ethnocultural identity in the context of the tasks of the state’s national policy. The aim of this work is to determine the methodological foundations of ethno-linguistic education as a pedagogical means of forming an ethnocultural identity in conjunction with the All-Russian identity. Method. An integrated approach is used for understanding ethnocultural identity and its formation in ethno-linguistic education. It is analyzed from the standpoint of personal-competence and culturological approaches. Results. It is revealed that different models of teaching ethnic languages are implemented in the system of ethnocultural education: a model provided for teaching an ethnic language as a mother tongue to schoolchildren who can speak the language, and a model, the purpose of which is to teach schoolchildren who have poor or absence knowledge of the mother tongue, through the implementation of educational programs on the ethnic language as a state language. The practical significance of the research lies in the fact that taking into account certain theoretical and methodological foundations will increase the effectiveness of the development of ethnocultural identity in the context of the strategic tasks of the national educational policy of the state.

language policy, ethnocultural identity, ethno-language education