Author’s name:
Anna S. Lazareva – Russian State Social University, Moscow, Russia
Abstract:
The article explores the theoretical and practical foundations of organizing the learning of multiple foreign languages through a plurilingual approach. This method emphasizes the interconnections and mutual influence among language systems, contributing to the development of linguistic identity in adult learners within corporate training environments. The study aims to substantiate the need for revising assessment tools in plurilingual education to ensure effective monitoring of material assimilation and the development of learners’ abilities to use different languages in both professional and everyday contexts. The methodological framework includes general scientific methods – such as the analysis and systematization of scholarly literature – alongside the theoretical and conceptual justification for applying the plurilingual approach in adult education within a corporate environment. The study outlines the essential requirements for assessment tools in plurilingual adult foreign language education. These tools must focus on evaluating learners’ abilities to switch between languages, analyze communication strategies, and identify linguistic interferences, including erroneous ones. The findings underscore the complexity of preparing appropriate educational materials and highlight the limitations of traditional test formats in assessing the dynamic interplay of languages in learners’ minds. The study emphasizes the need to shift toward more interactive and context-sensitive assessment methods. As a promising solution, it proposes the use of project-based, situational, and role-playing tasks that model real-life multilingual communication scenarios and align with the principles of plurilingual education for adults. The research justifies the creation of a multi-level monitoring system that tracks not only lexical and grammatical proficiency but also personal development indicators, such as linguistic identity and value-based attitudes toward the languages and cultures that learners study. Additionally, the author presents an expanded framework for assessing plurilingual education in adults. The theoretical significance of the study lies in refining the principles of plurilingual education and assessment activities, thus contributing to the advancement of modern linguodidactics and andragogy. The practical significance of the findings lies in their applicability to corporate adult education conducted through the plurilingual approach, as demonstrated by the proposed assessment tools and examples.
| Section | CROSS-CULTURAL COMMUNICATION. TOPICAL ISSUES IN EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2025-69-1-157-169 |
| Downloads | 5 |
| Key words | plurilingual approach; multilingualism in adult foreign language education; assessment tools in plurilingual education; evaluation of effectiveness in adult foreign language learning; plurilingualism in linguistic competence development |