They suggest doing a seemingly simple thing, «

E.Z.Zinder, I.G.Yunatova 
238 
Вестник Карагандинского университета 
approach is «why»-aspect which determines the learner’s goals. Moreover, it is shown how the methods 
comprising the approach are subordinate to those goals. Basing on the research and practical application of 
methods comprising the described goal-based approach, the following practical conclusions and recommen-
dations can be provided.  
Professional materials studied in the special language course must be selected with participation of sub-
ject experts. Materials should be relevant, professionally meaningful, ranked in terms of complexity and dif-
ficulty, accompanied with specially developed glossaries if necessary. Standards of professional knowledge, 
Body of Knowledge, and existing subject glossaries should be included in the educational materials. 
Teaching skills necessary for effective reading and writing some professionally meaningful papers is 
advisable to begin after students reach A2 (CEFR) level taking into account what students are majoring in. 
It could be recommended to retain invariance of teaching such issues/topics as, for instance, Academic 
Writing, Writing a Research Paper, and Complying with Standards for Publication for students from differ-
ent university departments without considering their major specialization.   
The teacher of such a special course should not be an expert in the specific professional discipline, but 
he or she should understand its main concepts and be able to evaluate the correctness of learners’ understand-
ing and performance, and the authors agree with other educators about this vision of the situation [4]. It is 
essential that preparing/training adequate and relevant teachers of such courses and their professional devel-
opment is an issue of the utmost importance. So, practical implementation of the presented approach implies 
thoroughly planned methods and practicalities of preparation of teachers capable of conducting such a 
course. Obviously, such teachers may emerge from both professions, namely, subject experts with the high 
level of English language proficiency, C1 or C2, willing to grasp main educational ideas employed in ESP 
and Content and Language Integrated Learning (CLIL), or English language teachers able to understand 
main principles, terminology and particular features typical of the target subject, or even having some back-
ground knowledge and experience if teaching English is their second profession which happens not so rarely. 
Accordingly, the problem of preparing adequate teachers capable of educating learners in the mentioned sit-
uations seems to become one of the central ones in improving teaching non-linguistic learners effective 
methods of dealing with meaningful professional English-language materials both while reading and writing 
them. More thorough investigation of this complex problem goes beyond the scope of this article. 
Finally, it is highly advisable to continue exploring effectiveness of utilizing the suggested method in 
various student groups and teaching modes, in particular, exploring potential effects of collaborative distance 
learning in groups while employing special modern software. 
 
 
References 
1  ISO 15704:2000(en). Industrial automation systems — Requirements for enterprise-reference architectures and methodolo-
gies. Last reviewed in 2010. — 43 p. — [ER]. Access mode: https://www.iso.org/obp/ui/#iso:std:28777:en  
2  Scrivener J. Learning, Teaching: The Essential Guide to English Language Teaching, 3rd ed. — Oxford: MacMillan. — 
2011. — 414 p. 
3  Kirk S. Teaching ‘EAP’: Enabling Academic Participation / E-merging Forum 5. — Moscow, 2015. — [ER]. Access mode: 
http://www.youtube.com/watch?v=nXIvK-tuxaA 
4  Kirk S. Demand High EAP.  Posted on 6 January 2013. — [ER]. Access mode: https://theteapingpoint.wordpress.com/   
5  Yunatova I. Mastering summarising as a way to mastering high order thinking skills. SPELTA Newsletter. — June 2014, 
Special Jubilee Issue. — P. 7.  
6  Юнатова И.Г. Опыт и проблемы обучения методам эффективной работы с профессиональными англоязычными ис-
точниками информации в области архитектуры предприятия // Инжиниринг предприятий и управление знаниями: Сб. науч. 
тр. 18-й Российской науч.-практ. конф. — М., 2015. — С. 305–311. 
7  Nunan D. Designing and adapting materials to encourage learner autonomy // In P. Benson & P. Voller (Eds.), Autonomy 
in language learning (p. 193–203). — London, England: Longman. — 1997.  
8  Scrivener J., Underhill A. Demand High Teaching. English Teaching Professional, 2013. — 85. — P. 16–17. 
9  Zachman J.A. A framework for information systems architecture // IBM Systems Journal,  1987. — Vol. 26. — № 3. — 
P. 276–292. 
10  Roeleven S. Why Two Thirds of Enterprise Architecture Projects Fail. — 2010. — [ER]. Access mode: 
http://www.homeworkmarket.com/sites/default/files/ea-roeleven_broer-enterprise_architecture_projects_fail_-_aep_en.pdf  
11  Зиндер  Е.З.,  Юнатова  И.Г.  Перспективные  архитектуры  комплексных  образовательных  сред. // Современные  ин-
формационные технологии и ИТ-образование: Доиздание сб. избр. тр. V Междунар. науч.-практ. конф., 2010 г. / Под ред. 
проф. В.А. Сухомлина. — М.: ИНТУИТ.РУ, 2011. — 137 с. — С. 25–72. 
 

The pragmatic goal-based approach… 
Серия «Педагогика». № 3(79)/2015 
239 
Е.З.Зиндер, И.Г.Юнатова  
«Неге» жетекші аспектісі бар ESP оқытудағы мақсаттарға  
негізделген прагматикалық тəсіл 
Мақалада  ақпараттық-коммуникативті  технологиялар  жəне  кəсіпорындар  сəулеті  секілді 
динамикалық,  кешенді  жəне  қарқынды  дамитын  пəндердің  кəсіби  ағылшын  тілді  материалдарымен 
жұмыс  жасаудың  тиімді  əдістеріне  оқытудың  мақсаттарға  негізделген  тəсілі  сипатталды.  Тəсілдің 
басты жетекші аспектісі білім алушының мақсаттарын анықтайтын «Неге» аспектісі болып табылады. 
Сипатталып жатқан тəсілді құрайтын əдістер аталған мақсаттарға сəйкес қалай ұйымдастырылатыны, 
сонымен  қатар  арнайы  мақсаттар  үшін  ағылшын  тілін (ESP) жеке  оқыту  пəндік  сала  мамандарымен 
тығыз байланыста жəне олардың сұранысына сəйкес, ағылшын тіліндегі кəсіби материалдарды оқумен 
алмастыру  көрсетілген.  Тиімді  оқу,  жазбаша  рефераттау,  білім  алушының  автономдығын  дамыту 
секілді қолданылатын білім беру əдістері келтірілген. Сипатталып жатқан тəсілді тəжірибеде қолдану 
нəтижелері қарастырылған.  
 
Е.З.Зиндер, И.Г.Юнатова  
Основанный на целях прагматичный  подход к обучению  
ESP с ведущим аспектом «Зачем» 
В статье излагается основанный на целях подход к обучению эффективным методам работы с профес-
сиональными англоязычными материалами динамичных, комплексных и быстро развивающихся дис-
циплин, таких как информационно-коммуникационные технологии и архитектура предприятий. Глав-
ным ведущим аспектом подхода, подчеркивают авторы, является аспект «Зачем», определяющий цели 
обучаемого. Показано, как в соответствии с этими целями организуются методы, составляющие изла-
гаемый  подход,  а  изолированное  обучение  английскому  для  специальных  целей (ESP) заменяется 
на изучение  профессиональных  материалов  на  английском  в  тесном  взаимодействии  с  экспертами 
предметной области и на основании их запросов. Приведены используемые образовательные методы, 
включая методы эффективного чтения, письменного реферирования, развития автономности обучаю-
щегося. Рассмотрены результаты практического применения изложенного подхода.  
 
 
References 
1  ISO 15704:2000(en). Industrial automation systems — Requirements for enterprise-reference architectures and methodolo-
gies. Last reviewed in 2010, 43 p., [ER]. Access mode: https://www.iso.org/obp/ui/#iso:std:28777:en  
2  Scrivener J. Learning, Teaching: The Essential Guide to English Language Teaching, 3rd edit., Oxford: MacMillan, 2011, 
414 p. 
3  Kirk S. Teaching ‘EAP’: Enabling Academic Participation, E-merging Forum 5, Moscow 2015, [ER]. Access mode: 
http://www.youtube.com/watch?v=nXIvK-tuxaA 
4  Kirk S. Demand High EAP.  Posted on 6 January 2013, [ER]. Access mode: https://theteapingpoint.wordpress.com/   
5  Yunatova I. Mastering summarising as a way to mastering high order thinking skills. SPELTA Newsletter, June 2014, Special 
Jubilee Issue, p. 7.  
6  Yunatova I.G. On Saturday. scientific works of the 18th Russian scientific and practical conference «Engineering of the En-
terprises and Management of Knowledge», Moscow, 2015, p. 305–311. 
7  Nunan D. Designing and adapting materials to encourage learner autonomy, In P. Benson & P. Voller (Eds.), Autonomy 
in language learning p, 1997 London, England: Longman, p. 193–203. 
8  Scrivener J., Underhill A. Demand High Teaching. English Teaching Professional, 2013, 85, p. 16–17. 
9  Zachman J.A. IBM Systems Journal, 1987, 26, 3, p. 276–292. 
10 Roeleven S. Why Two Thirds of Enterprise Architecture Projects Fail, 2010, [ER]. Access mode: 
http://www.homeworkmarket.com/sites/default/files/ea-roeleven_broer-enterprise_architecture_projects_fail_-_aep_en.pdf  
11  Zinder E.Z., Yunatovа I. Modern information technologies and IT education. Doizdaniye of the collection of the chosen 
works V of the International scientific and practical conference, 2010 Under the editorship of the prof. V.A. Sukhomlin, Moscow: 
INTUIT.RU, 2011, 137 p., p. 25–72. 
 
 
 

240 
Вестник Карагандинского университета 
UDC 378. 147: 811. 111 
А.А.Prokhorova 
Ivanovo State Power Engineering University, Russia  
(E-mail: prohanna@yandex.ru) 
Moving towards sustainable multilingualism:  
key developments and challenges  
The article discusses the issues of introducing a multilingual component into the process of foreign language 
teaching in Russian Non-Linguistic University. The author combines the concept of multilingualism with the 
unique position of English and tries to harmonize their co-existence in the trilingual experimental workbook 
«Multilingual Guide to the English Speaking World», which changes the traditional approach to the study of 
Foreign Languages by implementing simultaneous multilingual immersion into English, German and French. 
Moreover, further development of students’ multilingual world-image is realized by bringing together the 
cognitive, linguo-cultural and socially-oriented approaches in the language classroom through a number of 
innovative pedagogical technologies and educational methods. 
Key words:  multilingual component, non-linguistic university, multilingual world-image, innovative peda-
gogical technologies, educational methods. 
 
Multilingualism is a common and increasing phenomenon in present day society, which can be studied 
from different perspectives.  It is understood as «the ability of societies, institutions, groups, and individuals 
to engage, on the regular basis, with more than one language in their day-to-day lives. [1] A working defini-
tion might therefore be for the individual to be proficient in three or more languages  and to have at least one 
(first) language in which this individual is fully literate at the end of the university education. To be bilingual 
or multilingual is not the aberration <…> it is rather a normal and unremarkable necessity for the majority in 
the world today [1]. The advantages that multilinguals exhibit over monolinguals are not restricted to linguis-
tic knowledge only, but extend outside the area of language.  
Educational System from primary to tertiary education have a special responsibility for enabling and fa-
cilitating students’ development of their multilingual and intercultural competences and skills. If we go back 
to the mid-1990-s, it was recommended that a national language education policy should aim at offering 
Russian citizens the opportunity to learn one foreign language in addition to their mother tongue, and that 
foreign language (English, German or French) was learned in the course of compulsory education.  
However, especially since the turn of the millennium, socio-economic and political developments have 
changed and the role of English as lingua franca has stepped up. Nowadays the innovated system of educa-
tion should increase the individual multilingualism until every citizen has practical skills in at least two for-
eign languages in addition to his or her mother tongue. It is time to evaluate the link between national policy 
and the area of languages. 
Multilingual and polycultural scenario obviously presents new challenges for Russian higher education, 
which are closely connected with the language competences for the employability of graduates, their mobili-
ty and personal growth. It should be encouraged in teaching and research throughout the higher education 
curriculum. And it may be a very well-considered decision to use English as lingua academica more than as 
a detriment of multilingualism and linguistic diversity.  
The question is how to combine the concept of multilingualism with the unique position of English and 
harmonize their co-existence? No doubt that English tops the list of five most widely spoken foreign lan-
guages not only in Russia but all over the world since it appears that two out of three terrestrials (67 %) con-
sider English one of the two most useful languages for themselves [3; 15]. In the First European Survey on 
Language Competences from 2012, it appears from the conclusions that in «most educational systems, the 
first target language, is English, and even in educational systems where it is the second target language, per-
formance in English tends to be higher than in other languages. Further evidence of the particular status of 
English comes from the students’ questionnaire responses, their reported perception of its usefulness, and 
their degree of exposure to it and the use of it through traditional and new media» [2].  
Since English seems to be so ubiquitous, many people tend to think that they do not need other lan-
guages. So the concept of one plus a minimum of two foreign languages for studying is still the overarching 
aim within Russian higher education and still far from realization.  

Moving towards sustainable… 
Серия «Педагогика». № 3(79)/2015 
241 
Other European languages which are also very popular for studying in Russian higher school and useful 
for interacting on the global arena include French and German. And if the responsibility of higher education 
is to develop the professionals of the future it should become aware of the fact that our graduates must be 
multilingual.  
The procedure of making Russian students multilingual can be based on the idea of language mediation 
that is the process of using a foreign language learned (FL
1
) to master other foreign languages (FL
2
, FL
3
 
etc.), and, more precisely, — a special kind of interactive activity; conveyance of a semantic content from 
one language into another one/ones, with due consideration for the recipient's socio-cultural specifics.  Thus, 
people speaking fluent English as a foreign language may penetrate different languages of the world and 
learn them based on a mediation language or through the English-language culturological prism.  However, 
if you are a native speaker of the other European language, e.g. German, French, Spanish, etc., these lan-
guages may also serve as mediators since they represent one and the same Indo-European language family. 
Actually, it’s time to change the traditional approach to the study of Foreign Languages by implementing 
simultaneous multilingual immersion for the purpose of sustainable functional multilingual acquisition which 
can be exciting, cognitive, effective and very important modern life skill. 
Multilingual person is one who makes an effort to seek out new experiences rather than just accepting 
what is dished out in front of him. Thus the strength of such person is in his intelligence and his tongue. 
Moving towards multilingual education there is a special need of creation the innovative workbooks 
and new approaches which are far from traditional ones. Let us suggest the following things: one — in the 
form of a book, the other — in the form of interactive classroom. 
At first, it is necessary to mention a very unusual experimental workbook «Multilingual Guide to the 
English Speaking World» [4] which reflects the way of polycultural thinking. Designed for the multilingual 
students of Intermediate level, the above mentioned workbook is rich in pictures and photos and uses the full 
range of colours. The language is fairly simple and straightforward; the authentic materials have been care-
fully selected and summarized, with the aim of building a linguistic foundation and easy format for the stu-
dents’ intercultural acquisition.  
This workbook is designed for very practical purposes:  
 firstly, to acquaint the readers with the English speaking countries in brief in the multilingual context;  
 secondly, to intensify the students’ language-learning motivation;  
 and thirdly, to make students interested in the life of these countries so as to enlarge the intercultural 
competence because we are the parts of so many cultures.  
As George Yule once wrote: «We develop awareness of our knowledge, and hence of our culture, only 
after having developed language. The particular language we learn through the process of cultural transmis-
sion provides us, at least initially, with a ready-made system of categorizing the world around us and our ex-
perience of it» [5; 267].  
Another important aim of this workbook is to help the students to evaluate the progress in the interna-
tional studies, to diagnose the drawbacks and to remedy them later. Thus, this book is a bridge to multilin-
gual and cultural understanding between people [6]. Moreover, this workbook will expand the knowledge of 
the English speaking countries as well as train the multilingual skills in language switching, since English, 
German and French are equally significant in the international society. Therefore, a good command of these 
languages can give the students the threefold benefit over the mono- and bilingual people.  
«Multilingual Guide to the English Speaking World» is divided into parts (Units) which make students 
familiar with the main aspects of British, American, Canadian, Australian and New Zealand way of life and 
to compare their own country to that of the English speaking countries. Each part of the book starts with a 
popular proverb or interesting saying anticipating the content of the unit and making the process of language 
studying truly absorbing.  
The Background Knowledge section  gives  the definitions of many linguistic notions and  answers the 
most common questions. It explains the up-to-date necessity of being multilingual; it clues the story of Eng-
lish language origin and its development into «lingua franca» in the XX century, and language-mediator in 
the XXI century; it describes the language tree and tells about languages in contacts. 
Unit A offers the general information about the Commonwealth of Nations and five English speaking 
countries in the form of the profiles where one can find the essential facts about the official names of the 
countries, their attributes, status, government, area, territory, population, currency, etc. In addition, it is en-
riched with some little-known curiosities and other details which can encourage the students to comment, 
discuss, debate, and compare opinions on the given topics. 

А.А.Prokhorova 
242 
Вестник Карагандинского университета 
Unit B contains 36 blocks of Quizzes based on the pictures, photos, portraits and other kinds of illustra-
tions and devoted to the geographical maps; the national flags; the coats of arms; the cultural symbols; the 
official residences; the native population; the invaders, discoverers and explorers of the new lands; the Brit-
ish Monarchs; the Royal House of Winsor; the national currencies; the plant life; the animal life; the em-
blems; the main public schools, colleges and universities; the famous places of interest and great tourists at-
tractions; the best-known streets and quarters; the outstanding writers, poets, and literary masters; the famous 
artists and musicians; the prominent scientists; the celebrated actors and actresses; the modern singers and 
pop groups; the sport and sports organizations; some traditional costumes and uniforms; and etc.  Quizzing 
serves as a device to reinforce learning and motivation. It may develop and increase students’ awareness as 
well as their stock of knowledge.  
Unit C includes map games, cultural puzzles, crosswords, anagrams and rebuses proving the saying: 
«Learning language can be fun!» This part of the «Guide…» is aimed at stimulating the students’ active par-
ticipation and making the process of language education quite entertaining. Moreover, the above-mentioned 
tasks can help to open students’ mind and develop such skills as critical thinking and information analysis, 
creative initiative and wittiness, the ability to read between the lines and to think outside the box. As they 
say: «Mind is like an umbrella, useful when open». 
Unit D consists of several interesting to know paragraphs aimed at the broadening of students’ intercul-
tural horizons through the studies of historical fact files about five English speaking countries: the history of 
the population; the historical chart of Great Britain; British Empire and its Monarchs; the Royal House of 
Windsor; the nominal roll of UK Prime Ministers and their role in the development of the country; the list of 
US Presidents with some biographical references; political and state leaders of Canada, Australia and New 
Zealand; the list of American states and their nicknames; the maps and other useful information.   
At the very end of the book there are Keys for checking up and Glossary for pronunciation and meaning 
consulting. You may also find there a list of References and Useful publications. 
Teachers can use «Multilingual Guide to the English Speaking World» quite freely, either following the 
order of the topics as they are presented or following their own teaching programme, since each unit is sepa-
rate and complete and there is no increase in difficulty. They can train the students one, two or even three 
foreign languages at once, developing their bi- /multilingual competence and using English as a language-
mediator for the linguistic and cross-cultural transfer. They may offer their multilingual students to scrutinize 
Units A and D in English, leading them to a discussion in German and carrying out the creative tasks of Unit 
C in French. Quizzes (Unit B) can be done as homework or as pair /group activities in class. That will be an 
amusing language-switching game in the context of cross-cultural education. Full-coloured pictures, photos 
and drawings will make the process of teaching demonstrative and easy for understanding. The valuable 
source of testing materials (Unit B) can be used for the revision and consolidation work. Last, but not least, 
the work book can play the role of ‘edutainment’ as it includes such a tricky part as Unit C. 
Languages 
are the key component of human identity and should be learnt not only by studying the 
grammar or vocabulary rules, but also by learning in-depth about the culture, the history and the people who 
speak them. Thus, knowledge of languages is crucial for social cohesion and integration. 
Let’s now turn to one more important aim of language education — it is the formation of multilingual 
world-image which can help 
1)  the students to feel comfortable in multilingual polycultural environment; 
2)  the teachers to develop in their students multilingual sustainability and tolerance. 
As famous experts on metaphor J. Lakoff and M. Johnson once said that national view of the world is 
highly metaphorical and quite often culturally bound; the most part of the conceptual system of a human be-
ing is structured with the help of metaphors [7; 93].  
The learners’ multicultural awareness of the linguistic and non-linguistic world-image is hence crucial 
and poses quite a challenge in the course of foreign language acquisition. Firstly, the understanding of cul-
tural discrepancies contributes into the mastering of the second language, and secondly, broadens the frames 
of the learners’ own non-verbal image of the world. In this connection, the metaphorical concepts analysis is 
thought to be an effective tool for grasping the universal and specific notions peculiar to a given culture. We 
believe that the students´ ability to read between the lines, in other words, to think outside the box is the ul-
timate goal of a profound foreign language course.  
The open mind means looking at issues from a number of perspectives, applying all thinking processes 
that strive to get below the surface such as questioning, probing, analysing, testing and exploring. All these 
techniques are covered with one single term which is called Critical Thinking. Using our critical mind is an 

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ongoing process which continues throughout our lives. We all have biases (areas of thinking where we have 
a ‘blind spot’). Therefore, critical thinking is about becoming aware of our biases and challenging our own 
thinking. Critical analysis, thus, is a key activity in evaluation process which is about weighing up the 
strengths and weaknesses of a statement in order to decide how much it contributes to a particular body of 
knowledge in your subject, in other words, how well it reflects different sides of a concept.   
To think critically is never to take something on ‘face value’ but to question and think independently 
about an issue in order to see the real meaning of an utterance what is, in its turn, the main idea of metaphor 
analysis. 
Metaphors are conceptual due to their nature and realized in the language not only by means of linguis-
tic entities but are reflected in all the spheres of our life. According to Kovecses Z. the latter are called reali-
zations of conceptual metaphors [8; 63]. 
Authentic films can also be deemed as an available, easy-to-use and time-saving source of getting ac-
quainted with other cultures via concept learning and conceptual metaphor analysis. Actually, contemporary 
cinematography offers a great variety of stories full of up-to-date problematic, cultural issues and just every-
day situation descriptions, the language of which is rich in metaphorical expressions aiming at concept ver-
balization. 
As you probably know, the vision of the world inside a certain culture is quite unique.  And in the 
polycultural classroom this issue is especially important in the terms of the formation of a tolerant multilin-
gual personality, capable of thinking critically while acquiring a foreign language, and as a result, a foreign 
culture. For this very reason, we are bringing together the cognitive, linguo-cultural and socially-oriented 
approaches in the language classroom and activate all the aspects mentioned through a number of innovative 
technologies and educational methods. 
In relation to this, we would love to offer some ideas we came up with while elaborating one of our 
classes devoted to metaphor analysis in the multilingual classroom environment.  
To begin with, you may suggest your students to watch the following episode and determine what uni-
versal key-concept is being discussed in it. (the dialogue is taken from the film Something’s Gotta Give)   
As you could guess a universal key-concept discussed here is the concept «marriage, alliance».  
But what metaphorical expressions helped you determine the concept «marriage, alliance»  
Erica: Ever been married, Harry? 
Harry: No I haven’t.  
Erica: Wow. Now, why do you think that is? 
Harry: Well, some people just don’t fit the mold, and so far, you know …  
Erica: Hey, if it ain’t broke.  
Harry: Exactly. 
Zoe: Wait a second. Aren’t you a famous bachelor? 
Harry: Well, I wouldn’t say I’m famous. 
Zoe: Yeah, didn’t I read an article about you in New York Magazine? 
Harry: I guess some people find it interesting. I’ve escaped the noose for so long.  
Then you may ask the students to express their own view of the concept existing in their native culture 
by writing some key associations on the pieces of a pie chart handed out to each student. 
 
 
To contribute into the further concept development one might need to watch the following episode tak-
en from Pride and Prejudice movie containing the priest’s speech at a wedding ceremony (video).  
Then you should check out the metaphors in the given monologue:  
We are gathered here in the sight of God and in the face of this combination to join together this man 
and this woman; and this man and this woman are in holy matrimony which is an honorable estate instituted 

А.А.Prokhorova 
244 
Вестник Карагандинского университета 
by God and the time of men’s innocence signifying to us the mystical union that is between Christ and his 
church. First, it was ordained for the procreation of children. Secondly, as a remedy against sin and to 
avoid fornication. Thirdly, for a mutual society help and comfort that the one ought to have of the other in 
everything — prosperity and adversity, into which earlier state these persons present come now to be joined.   
The exercise to follow up is to point out the main characteristics of the same concept peculiar to the 
English-speaking world image and verbalized in both video episodes.  
Thus, the students complete another pie chart with the metaphorical expressions from the videos.  
 
 
Finally, the students contrast both visions of the concept «marriage» linguistically presented in the na-
tive world image and the English-speaking one and state the detected differences. 
 
             
 
 
After that students are asked to draw a tree, the trunk, the branches and the leaves of which reflect the 
main constituents of the concept in question. The main idea of this activity is to assemble a collective image 
of culturally-bound mental item. As a result the students depict a tree which belongs to both cultures: the na-
tive and the foreign one.  
Thus in this lesson we have been following some methodological steps: 
1) brain storming (looking for ideas in L
1
 world image); 
2) summing up the ideas (putting the pieces of the pie together);   
3) studying authentic episodes (watching videos/reading extracts);  
4) critical selection of the metaphorical concept constituents  designing a polycultural objectification of 
the concept (listing all the cognitive components using one of the possible ways of their presentation).  
In fact, the lesson described above is one of the possible means of contributing into both critical think-
ing skills development and peer cognition of the world image. By the world image we mean not only the tar-
get (foreign) language view of the world but the native conceptual system along with the same systems of 
other culture representatives, studying in the same group who make up this classroom a multilingual envi-
ronment. Besides, through finding similarities and differences, universal ideas and completely unique ones, 
we learn, educate our students and ourselves and acquire foreign languages in today’s fast growing multilin-
gual and polycultural society.   
There are plenty of other ways for the development of multilingualism in the university but the pro-
posed substantial multilingualism is sustainable only if a normal student: 
a) has learned more than one foreign language; 
b) has the chance, accepts the necessity, and feels the obligation to use different languages in his/her 
everyday/academic/scientific, etc. life; 
c) develops respect and tolerance for all the other cultures and nationalities; 
d) loves and studies his/her mother tongue and native culture. 
 
 

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References 
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А.А.Прохорова 

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