The article presents a scientific description of the collective speech portrait of primary school
students in the process of teaching mathematics in rural educational institutions located in the
places of the indigenous people of the North, Siberia and the Far East of the Russian Federation.
The material for the scientific description of the speech portrait in the context of bilingualism was
the results of studies conducted in 4 regions of Russia: the Republic of Sakha (Yakutia), the Republic
of Buryatia, the Yamalo-Nenets Autonomous Okrug, the Khanty-Mansiysk Autonomous Okrug –
Yugra. In total, the study covered 165 respondents (students, teachers and parents). During the
study, the scientific literature and statistical data on the studied regions were analyzed. There were
such research methods as observation, conversation, interviews, questionnaires, transcription of
audio recordings, quantitative and qualitative analysis of oral and written works. The theoretical and
methodological basis of the study was the work of scientists devoted to the problems of linguistic
personality, speech portrait, the formation and development of mathematical speech. When
creating a speech portrait, sociocultural, sociolinguistic, psychological-pedagogical, ethnolinguistic
factors influencing the development of oral and written mathematical speech were taken into
account. Audio recordings of oral speech and written test papers of students were also analyzed.
The collective speech portrait was described on the basis of an integrated approach involving
socio-psycholinguistic characteristics, descriptions of the levels of development of oral and written
mathematical speech, as well as features of speech culture in formal and informal communication.
The results of the study can provide methodological assistance in organizing educational activities
for the development of mathematical speech.
Keyword(s) : multilingualism
Developing the Metalinguistic Competence of Engineering Students
The paper discusses the socio-communicative function of the engineer’s foreign language training
in which content is based on materials relating to the latest global technological advances and
understanding of the essence of production culture in different countries. It discusses the structure
and content of foreign language training taking into account the potential of multilingualism,
technical communication and metalinguistic competence. Foreign language training contributes
to the formation of linguistic, communicative and metacognitive skills. It sets out the modern
international requirements in an engineering university, identifies the contradictions and features
of pedagogical forms, methods and tools, and sets out the content and structure of multilingualism,
technical communication and metalinguistic competence. A methodology for the implementation
of foreign language training in combination with multilingualism, technical communication and
metalinguistic competence is proposed and proved through the realization of group international
study trips. Here, the students showed an understanding of technologies in foreign languages and
a metalinguistic awareness focusing on the cultural traditions of the region and local features of
production. The article argues for a conscious approach to deeper linguistic knowledge, cultures of
different countries and technologies with advanced language and communications requirements in
the field of science and technology, combining linguistic and engineering thinking in the human
mind for a more complete understanding of the essence and content of engineering education.
Intellectual integration of Austrian education
The article describes the causes and trends in the development of multilingualism and bilingual kindergartens in Austria, a pedagogical concept of MULTIKA multicultural kindergartens; represented by the institutional model of integration of education, implemented by the Institute to support the intellectual development (RBS Privatinstitut zur Förderung der intellektuellen Entwicklung ).