Plurilingual Teaching of a Second Foreign Language for Students from Southeast Asia

In connection with the active internationalization of the educational space, it is necessary to take into account the East Asian picture of the world, as well as trends in education. Today, both the European and Asian education systems more than ever stand for ensuring linguistic diversity and establishing global intercultural support. In this regard, it seems relevant to illuminate the conception of a plurilingual teaching of students of Southeast and South Asia in a second foreign language. The aim of the research is to study the conception and justify the appropriateness of its application for teaching foreign students from Southeast Asia using the example of teaching Russian to students from Indonesia. The research objectives are to consider plurilingual teaching in South and Southeast Asia; to identify its general principles and describe its most effective methods in the Indonesian audience; to present the results of experimental teaching based on the plurilingual conception in the educational space of Tomsk State University. The article is based on theoretical and methodological foundations and the data of an experiment described in the co-author's master's research, as well as provisions on plurilingual education in Southeast Asia. The work used theoretical methods (comparative analysis of languages, a comprehensive analysis of domestic and foreign literature) and empirical research methods (questionnaires, educational material modeling, experiment, objective analysis of experimental results). The first section reveals linguistic diversity in Indonesia, India, Pakistan, Malaysia. Having established that plurilingual education is widespread in a number of countries in South and Southeast Asia, the authors conclude that it is advisable to build teaching of a second foreign language to students from these regions on the basis of the plurilingual conception. This is primarily due to the fact that it is the knowledge of several languages, the experience of their study, the ability to switch from one language to another that have a great influence on mastering a new foreign language. In the second section, the authors describe the principles of pluriligual education applied in teaching Russian to Indonesian students, such as the principle of language integration, the principle of using the language arsenal of the student, etc. These principles were successfully applied in the experimental group of Indonesian students, the results in which were 20% higher than in the control group. The plurilingual approach, actively studied and applied in Western education, is no less successfully exploited now in Asian education and is beginning to be effectively used in the Russian educational space. Its principles can be successfully and quite harmoniously applied in teaching a second foreign language to students from South and Southeast Asia.

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