Pecularities of multilingual education policy formation in the context of non-linguistic university

The development of priority areas of science, technology and technology in modern society is characterized by a number of specific features that allow us to speak about the already begun turn to a new stage in the development of science in general. This stage, called post-nonclassical, is caused by the acute need to understand complex economic processes initiated by scientific and technological progress. The center of integrative methods of cognition in post-nonclassical science is a man who at the present stage of development of science is inconceivable as an isolated individual. The processes of globalization are developing more and more intensively. The post-classical scientific paradigm dictates the need for communication, cooperation and co-creation of specialists from all over the world. In a multilingual and multicultural society, it is impossible to imagine a modern socially, culturally, professionally and psychologically adapted, fully developed person, not only without the knowledge of a foreign language, but also the skills to integrate it into the structure of one's professional activity, to effectively interact with representatives of the international community, using as a means of communication foreign language. The relevance of the presented research lies in the fact that the growing need for specialists in non-linguistic directions of the new generation has led to the emergence of various models of teaching a foreign language in higher schools in Russia. The ideas underlying the "National Doctrine of Education" and the "Federal State Educational Standard" emphasize the importance of foreign language education as the most important factor in the formation of a new type of scientific and technical activity in the modern world. The development of new concepts for teaching foreign languages to students of non-linguistic areas of preparation is greatly facilitated. The article analyses the peculiarities of educational language policy formation at a non-linguistic university in the context of the world and national linguistic transformation through the prism of the total globalization. Scientific and technical cooperation, along with expansion of international contacts in the sphere of economy and production, requires specialists who can speak the leading languages of intercultural communication and are able to carry out professional and business communication in several foreign languages in the conditions of further international integration. The relevance of this study is determined by the need to eliminate a number of objective contradictions related to the demand of the professional community for highly qualified engineering staff with the knowledge of two or more foreign languages, which faces the insufficient elaboration of non-linguistic university purposeful multilingual policy, as well as the lack of coordinated interdisciplinary interaction implemented by university representatives. The aim of the research is theoretical and scientific substantiation of linguistic transformation necessity at a technical university and the development of language policy principles in the logics of the multilingual education concept and the formation of the future specialist's multilingual personality. Considering the general state of the world linguistic policy as a prerequisite for the formation of Russian language policy, it becomes evident that there is a general trend towards the introduction of multilin-multilingualism in the EU countries and polylingualism in Russia. The research defines the priority direction related to the education of the multilateral plurilingual personality of the Russian citizen, which, on the one hand, is based on the principles of patriotism, love and respect for the national language and culture, and on the basis of tolerant attitude towards the representatives of other countries, recognition of cultural pluralism and self-awareness as part of a multipolar world community on the other. The scientific ground of the paper is based on the research of Moscow School of Management Skolkovo and the Agency for Strategic Initiatives which identifying multilingualism and multiculturalism as the most promising competencies until 2030 which guarantee the successful professional activity of them odern specialist. The patterns worked out during the research formed the basis for the development of multilingual policy formation principles in the context of a non-linguistic university as a factor of ensuring the vocational education quality in the framework of intercultural and synergetic scientific approaches, and for the content of the current educational policy. In this regard, the multilingual educational policy is viewed as an integral system of interrelated and complementary components that are strategic in nature and aiming at practical results.

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