The relevance of the research is due to the intensification of globalization processes in the educational space, the formation of multinational educational contingents and the need to overcome linguistic and cultural barriers in academic communication. Traditional methods of teaching written language in English, developed for relatively homogenous groups, demonstrate significant limitations in the context of the extreme cultural and linguistic diversity of the modern educational environment. The aim of the study is to identify and systematize paradigmatic transformations in the methodology of intensifying the teaching of written speech in English, due to the specifics of the functioning of a multinational educational space. The methodological base of the research integrates a system-activity approach, socio-cultural theory, poststructuralist methodology, principles of critical pedagogy, a transdisciplinary approach, the concept of ecology of language and learning, as well as the principles of digital humanities. As a result of the research, a number of interrelated paradigmatic shifts have been identified: the transition from a linear-normative to a cognitive-discursive paradigm; from a monolingual to a translingual approach; conceptualization of the phenomenon of interculture; integration of digital technologies and AI as a co-author; transformation of the principles of organizing the educational process through hybrid pedagogy; movement towards a decentered assessment system; rethinking the role of student autonomy. The revealed shifts allow us to speak about the formation of a holistic new methodological reality, where cognitive, socio-cultural and technological factors are interconnected and reinforce each other. The theoretical significance of the research lies in the conceptualization of the modern paradigm of teaching writing as a synthesis of cognitive science, digitalization and interculturalism. Practical significance is determined not only by the possibility of using the identified principles in the creation of new-generation methodological systems, but also by the prospects for their implementation in teacher training programs, as well as in the development of international online courses aimed at students with different linguistic and cultural backgrounds.