Theoretical Study of Multilingual Education in Native and Foreign Pedagogy

Abstract

This article describes theoretical studies of multilingual education in native and foreign pedagogy. According to recent data, more than half of the world’s population lives in multilingual regions. That is, in modern society there is a need for the formation and education of a multilingual personality, able to fully communicate, freely go beyond the framework of their native language and culture. This article is of review and discussion character. The experience of Kazakhstan in implementing the trilingualism program was considered in the article, also the article made an attempt to select and identify multilingual programs that have been successfully implemented in some countries of Europe and Asia. The study of scientific literature confirms the fact that there is a need and advantages in the development of a multi- lingual environment for the well-being of the country and world integration into developed countries. Considering this fact, Kazakhstan began to implement the modernization of the education system and introduce a policy of trilingualism in the educational process, aimed at mastering the Kazakh, Russian, and English languages. The study revealed factors that influence the definition of the term “multilingual- ism, trilingualism”: the social structure of society, the language competence of the population and the level of development of different language types. The fact that the need to develop and implement a multilingual educational environment from the point of view of economic and social aspects based on the research of most countries in Europe and Asia was confirmed. The results of actions for the introduc- tion and development of trilingualism in the Republic of Kazakhstan are analyzed.

Key words: multilingualism, trilingualism, education, English, concept, politics.