Abstract
<jats:p>The article examines the methodological issues of teaching Eastern Armenian within an English-speaking diplomatic environment, using American diplomacy as a case study. The research draws on the foundational principles of foreign language instruction developed by the U.S. Foreign Service Institute, including the language difficulty ranking, language proficiency scale and testing systems. Additionally, it applies concepts from the modern theory of the Language Learning Framework to propose methodological approaches and techniques that could enhance the effectiveness of teaching Eastern Armenian in English-speaking diplomatic contexts. Particular attention is given to factors such as study duration, age, educational objectives, and the professional and local conditions outlined in the Language Learning Framework.</jats:p>