Invariant Model of Polylingual Education

Abstract

The article is devoted to the implementation of citizens language rights in the field of education in accordance with the requirements of Federal Law No. 317-FZ of August 3, 2018. Under the new law, Russian citizens significantly expanded their rights to choose educational programs in their native language, as well as to choose the languages of training and education in a comprehensive school. After analyzing the content of UNESCOs definition of polylingual education, the author of the article identifies two interrelated meanings in it. On this basis, polylingual education implies, firstly, the studying and teaching at least three languages at a school, and secondly, the organization of a single, focused process of training and education in at least three languages. Based on the materials of the language picture of the Republic of Tatarstan, the author presents a line of language learning which is invariant for multilingual regions of Russia, and also outlines the prospects for using three languages in the education system.

Keywords

• multilingual paradigm
• status of languages
• majority and minority languages
• dominant language
• invariant line of languages