The specificity of forming basic individual learning strategies of students in plurilingual learning (on the material of the professional language of actuary mathematics)

Abstract

This article discusses the features and didactic possibilities of professionally oriented plurilingual education in the system of higher education, i.e. creation of an educational environment of an educational institution, which is a set of conditions that affect the formation of a personality ready for effective communicative interaction.

Plurilingual education involves the development by students of universal learning activities (cognitive, regulatory and communicative): to form multilingual solutions in the field of professional communication; participate in interethnic and international scientific and methodological projects, acquire (exchange) relevant information in the process of pedagogical communication with representatives of multinational educational institutions; implement pedagogical discourse (multicultural services and consultations), i.e. the choice of communicative behavior adequate to the authentic situation of communication.

Training within the framework of this approach is focused on the formation of professional, linguistic, speech and socio-cultural competencies that will ensure the implementation of academic mobility and subsequent professional self-realization of students in the international labor market.

The implementation of plurilingual education in the educational space of the university is made up of provisions on the development of national identity through competence in a common language, which will become the basis for mastering professional discourse in English (development of methodological tasks that would systematically balance the cognitive load on both content and language).