Authors’ name:
Marina V. Mitina, Ksenia V. Chayka – Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia
Abstract:
The article examines the influence of the multilingual communication model on training and education with the goal of developing students’ intellectual and creative abilities. The multilingual approach to education presupposes coexistence of native and foreign cultures and two or more languages of instruction, which creates multiple opportunities for comparing how various phenomena are perceived by these cultures. It’s noteworthy that languages and cultures within the multilingual approach are always seen as variables. The study looks at the development of principles for organizing teaching in the context of multilingual communication, an artificial form of which can be implemented within the framework of supplementary educational programs. Using methods of scientific observation, design, classification, and generalization and leaning on comparative-contrastive and comparative approaches, the authors conduct a theoretical analysis of the relevant research literature and establish key components of multilingual education, positing its most important components which include problem-based research, visual stimulation, practical orientation, explanatory-illustrative approaches as well as utilizing active research, games, discussions, projects, and virtual communication modeling. Training takes place with the involvement of pedagogical technologies of individualization, group, modular and problem-based learning, research and project activities, and collective creative activities. This ensures that students master the following competences: a) multilingual, for a better learning of native and foreign languages; b) intercultural, which allows students to discover another culture and its anthropological, educational, and linguistic aspects through comparing it with their native culture; the latter competence also fosters the development of critical thinking and a more humanistic worldview. The authors conclude that the proposed approach is promising in terms of contributing to the formation of a responsible multicultural linguistic personality, trained to engage in intercultural communication. Its practical significance lies in the possibility of its usefulness for the faculty of bilingual programs that are already in operation in higher grades of secondary schools.
| Section | CROSS-CULTURAL COMMUNICATION. TOPICAL ISSUES IN EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2024-68-4-177-190 |
| Downloads | 125 |
| Key words | multilingual communication; multilingual education; multilingual personality; multilingualism |