Authors’ names:
Elena P. Glumova, Vladimir V. Aristarkhov – Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia
Abstract:
The article examines the criteria for determining the foreign language repertoire of students in the context of linguistic mentoring. The introduction emphasizes the relevance of the research related to the spread of multilingual culture, as well as the urgent need to learn at least two foreign languages in order to maintain the competitiveness of each individual in the professional world and the world of personal development. The introduction also presents the purpose and objectives of the research which consist in analyzing conditions for the organization of mentoring in the multilingual environment of the university, and in promoting the idea of linguistic mentoring as assistance and support, provided to students by a more experienced teacher in order to foster their professional development. The novelty of the research lies in that it systematizes the current literature on the subject and formulates an integrated concept of linguistic mentoring in a linguistic university. Utilizing the research methods of analysis, description, and comparison, the authors provide a summary of current literature regarding the essence and structure of the concepts of “mentoring,” “linguistic mentoring,” “professional mentoring,” as well as the terms “tutoring,” “coaching,” and “mentoring,” incorporating input from papers by O. A. Abdullina, V. I. Zagvyazinsky, I. F. Isaev, N. V. Kuzmina, L. S. Podymova, and V. A. Slastenin. As the result, the authors propose the term “linguistic mentoring” and posit that linguistic mentoring can influence students’ choice of foreign languages for further study, making the selection process more conscious and less impulsive. They define the role of the mentor-teacher in the process of education and, in conclusion, note that the concept of linguistic mentoring combines linguistic, socio-cultural, and communicative elements and involves focusing not only on various aspects of choosing a particular language, but also on the psychophysiological characteristics of students learning several foreign languages.
| Section | CROSS-CULTURAL COMMUNICATION AND FOREIGN LANGUAGE TEACHING. TOPICAL ISSUES IN EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2024-67-3-144-153 |
| Downloads | 69 |
| Key words | mentoring; linguistic mentoring; mentor teacher; teaching foreign languages at a university; a second foreign language |