Author’s name:
- Ksenia V. Chayka, Marina V. Mitina – Linguistics University of Nizhny Novgorod, Nizhny Novgorod, Russia
- Victor T. Malygin – Institute for Education Development of Vladimir, Vladimir, Russia
Abstract:
This article examines the need to integrate linguistic diversity into multilingual education. Teaching academic subjects in a foreign language requires careful consideration of the relationship between linguistic norms and linguistic variability, which manifests itself in the coexistence of multiple language variants. Contemporary glottodidactics emphasizes equipping learners with the tools necessary for appropriate language use while respecting both linguistic and social norms. The study identifies key methodological objectives that should be taken into account when introducing students to linguistic diversity in the context of studying literature in a foreign language. The analysis focuses on teaching materials presented in the textbook Lire la littérature en français / Literatura na francuzskom yazyke (Literature in French), designed for literature instruction in bilingual Russian-French university departments. The findings show that even at the initial stage of mastering the discipline, students are encouraged to recognize language as a dynamic system that is constantly evolving and changing, which leads to the emergence of diverse linguistic variants reflected in different types of literary texts. It is demonstrated that the thematic organization of the teaching materials, combined with a comparative methodological approach, facilitates students’ familiarization with the diatopic, diachronic, diastratic, diaphasic, and diamesic dimensions of linguistic variation. Any author’s text is viewed as a significant source of variation within the literary language. Its analysis enables the identification of phonetic, phonemic, lexical, word-formation, morphological, and syntactic variants, as well as variations in norms and stylistic markers. Such immersion in linguistic diversity as manifested in a given text helps students to better understand its genre characteristics, its affiliation with a particular historical period, and its connection to a specific literary movement. The research con-tributes to ongoing discussions concerning the place and role of a foreign language in the teaching of non-linguistic disciplines through a foreign language.
| Section | CROSS-CULTURAL COMMUNICATION. TOPICAL ISSUES IN EDUCATION |
| DOI: | 10.47388/2072-3490/lunn2025-71-3-9-21 |
| Downloads | 117 |
| Key words | language variability; language norm; multilingual teaching; glottodidactics |