Authors’ names:
Anna S. Lazareva – Russian State Social University, Moscow, Russia
Elena N. Dmitrieva, Boris A. Zhigalev – Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia
Abstract:
This article examines linguistic security as a phenomenon in contemporary adult language education. It explores the theoretical and methodological foundations for fostering linguistic security among learners and emphasizes its interdisciplinary nature, built on the foundations of linguodidactics, sociolinguistics, and intercultural communication theory. The study aims to identify and substantiate pedagogical conditions that promote linguistic security in adult learners, thereby enhancing the effectiveness of foreign language acquisition. The methodological framework employs general scientific methods of analysis, synthesis, and interpretation of scholarly literature, as well as a systematization of approaches to ensuring linguistic security. The article elaborates on four fundamental pedagogical conditions: plurilingualism, individual support, the axiological approach, and differentiated instruction. Each is examined in terms of its contribution to reducing speech anxiety, supporting linguistic identity, fostering respect for linguistic and cultural diversity, and strengthening the learner’s agency — core components of linguistic security. Special attention is given to the functioning of linguistic security in corporate and multicultural educational settings, where learners face the necessity of communicating in multiple languages. It is noted that plurilingualism normalizes the practice of multilingualism and fosters the development of metalinguistic awareness. Individual support is implemented through diagnostics, tailored content and instruc-tional formats, personalized learning pathways, and continuous learner guidance. The axiological approach imbues learning with personal meaning, framing foreign language acquisition as a value tied to personal security. Differentiated instruction accommodates variations in proficiency levels, prior experience, needs, and cultural backgrounds among learners. The study synthesizes these conditions into a cohesive system and presents practical strategies for their implementation. The theoretical significance of the research lies in refining the conceptual framework and pedagogical mechanisms of linguistic security, while its practical value resides in the applicability of the find-ings to designing adult continuing education programs in plurilingual and multicultural contexts.
| Section | INTERCULTURAL COMMUNICATION. ACTUAL PROBLEMS OF EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2025-70-2-151-166 |
| Downloads | 15 |
| Key words | linguistic security of adults; plurilingualism as a condition of linguistic security; language identity and linguistic security; axiological approach to linguistic security; subject-oriented approach to linguistic security; pedagogical conditions for linguistic security |