Keyword: «trilingual education»

This article presents a comprehensive comparative study of English language acquisition among Turkic-speaking students in trilingual (Russia) and bilingual (Azerbaijan) educational paradigms. The author analyzes the mechanisms of cross-linguistic interference at the phonetic, grammatical, and lexical levels. Special attention is paid to the "double mediation" phenomenon in the Russian model, where the Russian language (L2) acts as a dominant filter in the acquisition of English as a third language (L3). The study justifies the advantages of each model and offers differentiated methodological recommendations for minimizing negative transfer.