Alma Mater
ISSN 1026-955X
Vestnik Vysshey Shkoly (Higher School Herald)
The best way to learn all about Higher Education


On one of the aspects of training subject-matter specialists in modern linguistic universities

S.N. Rybkina
80,00 Р

UDC 378:81

DOI 10.20339/AM.09-23.068


Svetlana N. Rybkina, Cand. Sci. (Philology), Docent, Аssistant Professor of Department of Foreign Languages and Intercultural Communications at Ural State University of Railway Transport, e-mail:


The article identifies the factors that determine the need to expand the scope of linguistic and intercultural competencies of subject-matter specialists — translators or interpreters and teachers of foreign languages trained in linguistic universities, towards multilingualism and multiculturalism. The relevance of addressing this topic is due to professional activities of the named subject-matter specialists in the conditions of polyglossia, which is characteristic both for educational and scientific environment of recent decades, and for the sphere of international and interstate relations. Author names the main circumstances associated with the organization of teaching foreign languages in modern universities. These circumstances, from her point of view, hinder implementation of shift towards multilingualism and multiculturalism in training the above named specialists. The solution of the outlined problem, according to the author, is primarily associated with governmental regulation in this area, as well as taking into account international experience in studying foreign languages and applying best methods for teaching them in conditions of university polyglossia.

Keywords: polyglossia, foreign languages, linguistic universities, teachers of foreign languages, translators, linguistic and intercultural competencies, multilingualism, multiculturalism.



  1. Malykh, L.M. To the question of the content of the concept of “multilingual education” in the Russian education system. Vestnik of the Udmurt University. Series Philosophy. Psychology. Pedagogy. 2021. V. 31. Iss. 1. P. 108–117.
  2. Ostapenko, T.S. Multilingualism. Problems of definition and main directions of research in modern linguistics. Russian Humanitarian Journal. 2018. V. 7. No. 3. P. 232–240.
  3. Tsareva E.E. Formation of multilingual and multicultural competence of students as a condition for the internationalization of higher education. Language and Culture. 2016. No. 24. P. 202–206.
  4. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with new Descriptors. Strasbourg: Council of Europe, 2018. URL: 1680787989 (accessed one: 23.10.2020).
  5. Gogolin, I, Hansen, A, McMonagle, S, Rauch, D. Handbuch Mehrsprachigkeit und Bildung. Springer VS Wiesbaden, 2020. 373 s.
  6. Beare, K. How Many People Learn English? URL: (accessed on: 03.06.2023).
  7. Eisenberg, Peter. Das Fremdwort im Deutschen. 3., überarbeitete und erweiterte Auflage. De Gruyter, 2018. 465 s.
  8. Manquet, Sam. Anglizismen in deutschen Printmedien im Jahr 2022. Untersuchung anhand von „Bravo“, „Der Spiegel“ und „Hörzu“. München: GRIN Verlag, 2023. 50 s.
  9. Elfers, A. Der Anglizismen-Index 2021. Deutsch statt Denglisch. IFB Verlag Deutsche Sprache GmbH, 2021. 372 s.