Mosienko L.V., Khazhgalieva G.Kh.
THE DEVELOPMENT OF POLYLINGUAL CULTURE AS THE GOAL OF MODERN LANGUAGE EDUCATION ^{[№ 2 ' 2017]}
Globalization, integration processes taking place in the world, in the world community, bring to the forefront new urgent issues related to the formation of a personality capable of active life in a multinational, multicultural environment with a developed sense of respect and understanding of other cultures and peoples. In this connection, there is a need to reorient the aims of education to polylogic communication methods based on respect for the diversity of cultures, traditions, languages of different peoples, taking into account the principles of multiculturalism and linguistic pluralism for the formation of an integral picture of the world, the value self-determination of the individual in the polyilingual educational space. The polylingual educational space, in our understanding, is a complex, open, dynamic reality filled with diverse and polyphonic meanings that help the participants of the educational process to join the cultural heritage and the cultural process as a whole for the subsequent self-identification and self-realization in life, knowledge, work and communication, On the one hand, on the other hand — it allows us to gain valuable personal senses, develop the ability to be personally involved in the process of cognition and self-knowledge. Analysis of the literature on the research problem made it possible to clarify the pedagogical essence of the term “polylingival culture”, which globally means a set of indicators reflecting the level of “prevalence of languages” in the educational space, as well as the level of possession of native and non-native languages in the space of a particular society. In a narrower sense, the polylingual culture is a complex integral personality formation that includes cognitive, value and activity components characterized by a certain level of linguistic, linguistic, cultural and cultural knowledge, a value attitude to the languages and cultures of the peoples of the languages studied and to their native language and culture, Active creative, communicative activity.

Mosienko L.V., Hazhgalieva G.H.
VALUE SYSTEM OF STUDENT'S IDENTITY FORMATION IN MULTILINGUAL EDUCATION ^{[№ 2 ' 2016]}
In the global world space of polycultures and polylinguistics the role of multilingual education, which provides an opportunity to develop identities, increases. This identity is capable to work well in a multicultural and multiethnic environment and has a great sense of understanding and of respect for another nations and cultures. It is possible to specificate the definition of multilingual training identifying his educational potential. Multilingual education is integral part of humanitarian training of personality and of a willingness to engage in culture's dialog taking into account specificities of native and foreign languages. This is reflection of cultural values, of culture determining behavior on the basis of mutual respect, tolerance and understanding. Compiling the results of the study of russian and international specialists, we have been able to identify approaches defining specific character of multicultural education, such as axiological, culturological and communicative approaches. According to this grounds, we highlighted the components of multilingual training, such as cognitive experience of personality consisting in improving knowledge about achieving, norms of native and international cultures, languages and understanding of cultural diversity; such as the experiences of different kind of activities, including creative activities; such as experiences relating to world, Alien, itself, activity in situations of multicultural and poly-lingual contacts. We produced analysis and allocated the values of multilingual education on basis that it has axiological focus along pedagogical tracks. Self-determination regarding the values of poly-lingual training is process of value identity. This is process of individual development of student reflecting his ascension to the values of multilingual education. This is result expressed in willingness to engage in culture's dialogue, to make responsible choices of objectives and purports with involves personal changes of identity in the treatment of poly-lingual and poly-cultural world, of other people and of real self. Such an interpretation had projected the principles and conditions of value identity of multilingual education.