The article deals with multilingualism analysis as compound and multidimensional phenomena, which is the subject of scientific interest a number of disciplines of social, humanitarian and natural science areas. Special attention is paid to clarify terms. Through the lens of research in different fields of knowledge the author demonstrates the evolution of ideas about the ability to multilingual communication forming in the process of schooling. A brief review of innovative approaches to the formation of multilingualism is given. The conclusion is made that availability of close contacts between several scientific directions is a necessary component of multilingualism research and the solution of practical problems of multilingual competence formation in the educational process is possible if based on the findings of the separate sciences and interdisciplinary approach application. An important role is also played by the constant rethinking and interpretation of existing in European countries language teaching experience. For multilingual education as a fundamental method of artificial multilingualism forming is characteristic an integrated approach, taking into account the knowledge, skills and experience and, above all, a profound command of student’s native language as the basis of thinking, and on this foundation the gradual deepening and understanding the essence of linguistic phenomena, their laws, inner connections, awareness of different systems of concepts existence, through which it is possible to perceive the reality and mastering the different ways of ideas design.
multilingual education, intercultural communication, multilingualism, plurilingualism, bilingualism, diglossia, schooling.
Многоязычие является сложным и многоаспектным явлением, изучаемым не только в кругу гуманитарных, но и общественных и естественных дисциплин, которое в условиях современных глобализационных и интеграционных процессов приобретает особую научную значимость. Современное изучение процессов формирования многоязычия в значительной степени базируется на достижениях философии, лингвистики, психологии и психолингвистики, социологии и социолингвистики, культурологии и педагогики. Это связано с тем, что в основе процессов усвоения какого-либо языка лежат фундаментальные законы, а объект усвоения – язык – принципиально одинаков благодаря существованию языковых универсалий. Этот факт объясняет междисциплинарный статус категории «многоязычие» и является обоснованием необходимости многостороннего исследования этого феномена.
Современные принципы исследования проблем многоязычия опираются на гуманистические тенденции в науке, формирование нового типа мировоззрения – человекоцентризма, который акцентирует внимание на личностных ценностях, способах и возможностях их реализации [10, с. 14–15]. Это способствует возникновению нового видения процесса формирования способности к многоязычной коммуникации в процессе школьного образования. Он основан на отказе от иллюзорных императивов достижения уровня носителя языка (near native approach) в одном неродном языке в пользу рационализированных и прагматических целей формирования частичной компетентности (partial competence) в нескольких языках в формате многоязычного образования с обязательной опорой на глубокие знания родного языка учащегося. Это условие обязательно потому, что становление и развитие мыслительных процессов личности происходит именно в родном языке.
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