Alina S. Sevriukova

The relevance of the research stems from a growing demand for educators proficient in several foreign languages, possessing a command of their professional metalanguage, and capable of seamless code-switching. Therefore, implementing a model of bilingual professional training for students majoring in linguodidactics is increasingly relevant. This model facilitates the concurrent development of two foreign languages alongside specialized professional knowledge. However, within higher education system, proponents of the traditional approach – where communicative competence in each language is developed independently, and professional disciplines are typically mastered in the native language or only in one foreign language – often resist the integration of such a model, even in light of its potential benefits. This article aims to substantiate the relevance and necessity of developing a model of bilingual professional training for students majoring in linguodidactics. The primary research methods employed by the author include an analysis of scholarly and methodological works dedicated to simultaneous learning of several foreign languages, as well as surveys and experimental learning. The empirical foundation of this study is comprised of the results of a survey and experimental learning involving graduate students majoring in linguodidactics, demonstrating a need for bilingual training and an awareness among students of the importance of proficiency in two foreign languages. As a result, based on an analysis of trends in contemporary language education, the needs of current and student teachers, and analytical syntheses of documents regulating the educational process, the significance and necessity of developing the model have been demonstrated. The theoretical significance of this article resides in the description of external and internal factors that prove the potential and demand for a bilingual professional training model. The practical significance is manifested in the fact that the data obtained can be utilized as premises for the further development of a bilingual professional training model.