ON THE DEFINITION OF THE NOTION “MULTILINGUAL EDUCATION” IN THE RUSSIAN SYSTEM OF EDUCATION

Abstract

The article considers a new direction in foreign language teaching - "multilingual education". The novelty of this direction is determined by the systemic integration of the process of co-learning multiple languages and cultures, the development of methods of parallel learning multiple languages, deepening the functions of the native language in the process of learning foreign languages, the formation of a new type of learner, characterized by a high ability to meta-thinking, the creation of conditions for the conservation of linguistic and cultural diversity of the region of residence. The aim is to define the main criteria of the content of the term "multilingual" education taking into account the specifics of foreign language learning in Russia at the present stage. These criteria in the article are: the number of languages simultaneously studied in the educational institution, the principles of their teaching, the role of the native language in foreign language teaching, the purpose of teaching the next foreign language. A comparative analysis of the so-called traditional teaching of foreign languages in the Russian system of education and the new trend, which is called multilingual in the article, is carried out. The terms similar to multilingual education such as "polylingual / translingual / pluralingual education" are compared. The conclusion is made about the expediency of fixing the term "multilingual education" as the broadest in content and international in form. In this paper, multilingual education is understood as a scientific and methodological direction in the general theory of language teaching which is represented by various models of simultaneous (sequentially-simultaneous) teaching of several languages and cultures, at least three, including the students’ mother tongues, at different educational levels. Its specificity is determined by the introduction of systemic integration in the process of co-learning languages and cultures, the development of methods of parallel / simultaneous learning (co-learning) of several languages, revision and deepening of the functions and role of a mother tongue and culture in the learning of foreign languages, the focus of the process of co-learning languages (and cultures) on forming multilingual (multi-language) communicative competence of students, which is a holistic, integrated system of linguistic and sociocultural knowledge, skills and abilities that can expand and deepen with the acquisition of each new language.