THE NOMENCLATURE OF MULTILINGUAL SKILLS AS THE BASIS FOR THE MULTICULTURE FORMATION AT SCHOOL
The primary task for establishing productive communication between representatives of different cultures is to overcome the cultural barrier, not the language barrier. To identify and universalize the socio-pedagogical, scientific-theoretical, scientific-methodological prerequisites, conditions, features, structural and content elements of the formation of a polylingual personality and to implement a communicative-linguoculturological approach to the development of a polylingual personality based on the principles and technologies of mastering a non-native language - this is what implies a comprehensive integration of students into intensive foreign language speech practice, which allows them to comprehend new socio-cultural realities. In the process of teaching a foreign language teacher deals not so much with the practical task of foreign language teaching, but with the preparation of students for linguistic and cultural communication, namely, through the development of social and communicative skills. The article presents the nomenclature of linguistic competence, identifies the ways of development of multicultural education. It reflects the mission of modern multilingual education, which ensures the implementation of intercultural dialogue, as well as contributes to the development of communicative competence based on the native language of students. The author comprehensively explores the definition of the term “multicultural skills”, gives their characteristics and considers the conditions for the formation of multilingual language skills, as well as determines the basis for their successful construction and functioning.