Keyword: «multilingual education»

The article reveals a number of problems dealing with teaching a second foreign language, namely disregard of psycholinguistic features of learning a second foreign language, lack of proper methodological support and above all a suitable textbook, low mega-language competence of the teacher, which does not allow him to pursue a monolingual relationship between extra linguistic content and formal structures of the studied language, to predict the probability of the native language interference, to find definitive ways to overcome it and to ensure a positive transfer of existing knowledge and skills.

The article is devoted to one of the modern methodological concepts using experience– the concept of multilingual education – in a non-linguistic university. The main areas and aspects of its implementation are described in the article. They are running informational events and scientific research, publishing scientific articles and teaching aids, improving qualifications of teachers, coordinating curricula, applying for financial support and international collaboration.

The article is aimed to consider possibilities of forming and expanding the corpus of linguistic and sociocultural correlations based on a comparison of Russian, German and English languages in order to create textbooks on multilingual education in non-linguistic universities. The author focuses on the possibility of improving the methodology of teaching foreign languages in Russia through comparison with the native language and culture.

The article presents the characteristics of Even literature as an object of study by students in the process of mastering the Russian language as a foreign language. The topic is disclosed in the context of multicultural education. Particular attention is paid to the description of the story of the Even writer N. S. Tarabukin «My childhood».

The rise of online and hybrid courses at the higher education level increases the need for distance learning infrastructures to nourish online faculty preparedness and student online learning success. Developing online courses is a very laborious process, but the results can outweigh the struggles that faculty encounter when doing it in bi- and multilingual way. The goal of the research is the development, implementation in the practice of education, and testing of a multilingual e-learning course that promotes effective multilingual learning through the use of Russian, national (Tatar), and English languages for students of Kazan Federal University located in the Republic of Tatarstan. Tatarstan is one of the republics of Russian Federation and 53% of population are Tatar. There are two official languages, Tatar and Russian. In 2018, the Ministry of education of the Republic of Tatarstan launched a “Bilingual teacher” project, which has been implemented at the Kazan Federal University and aimed at training subject teachers for the new multilingual schools who are able and ready to work successfully at school using 2 (Tatar and Russian) or 3 (Tatar, Russian and English) languages. Considering the circumstances, there is a necessity of bi- and multilingual teacher training program using specific educational techniques, approaches and learning materials. The pilot multilingual (Russian, Tatar and English) math e-learning course was designed, developed and delivered to pre-service teacher training students. The ADDIE model was used to guide the development of the e-learning course that would meet the diverse needs of bi- and multilingual students. It comprises five phases: analysis (assessment of existing conditions and educational tools); design (theories, methodologies and technological solutions applied); development (creation of the educational content); implementation (course delivery process); evaluation (collecting, interpreting and analyzing the empirical data to measure the motivation and attitude towards bi- and multilingual e-learning course). To evaluate pre-service teacher’s motivation and attitudes towards multilingual education by means of Russian, Tatar and English languages the survey was conducted. The results give us reason to say that students were not guided by external motives while working with e-learning course, such as high mark, verbal approval, but they considered the work to be important, useful and potentially necessary for future successful professional work. It can be concluded that the developed multilingual education framework is scalable and can be applied for other subject courses (e.g., Computer Science, Physics etc.).