Regional educational environment in polylingual universities of Russia and Uzbekistan

In the modern world, a significant role is assigned to strengthening in-tercultural and interethnic contacts, the need for multilingual education is confirmed by statistics - about 75% of the world's population speak two or more languages, which encourages the education system to introduce innovations actively at various levels of education to adapt to the new realities of public life. In the research of Russian scientists, the vector of the education system's development is shifting towards regionalization as a principle of higher education that affects the scientific activity of the university and the content component of training programs. This article reveals the aspect of the regional educational environment, analyzes the state of the study and functioning of native and foreign languages in Russia and Uzbekistan, using the example of Nizhny Novgorod State Linguistic University named after N.A. Dobrolyubov and Tashkent State University of Uzbek Language and Literature named after A. Navo'i. Several languages are taught at all faculties of universities, regardless of the training profile, which allows students to form a communicative competence. The creation of an environment at the university for the development of a multicultural and polylingual personality that can represent the native culture and interact with representatives of other societies in several languages effectively, as well as meet the basic needs of all participants in the educational process, is based on taking into account the regional conditions for the implementation of the state's language policy. The term "multilingual personality" defines a person that speaks several languages, is able to think in a contrastive-comparative aspect, has the skills of intercultural communication, taking into account the regional characteristics of the parties. A polylingual university is an institution of higher education where a personality of the previously considered type is formed. In contrast to globalization with its unified approach to linguistic cultures, the regionalization of education makes it possible to take into account cultural diversity, ensure better mutual understanding between communication participants, and realize the value of native and foreign languages fully. Such a polylogue of cultures, where the regional component is taken into consideration, is a significant addition to the generally accepted intercultural educational paradigm.

Keywords

Authors

References