Skip to main content
SpringerLink
Log in

The Experience of Forming Multilingual Competences in Universities in Russia and Turkey

  • Conference paper
  • First Online:
Technologies in a Multilingual Environment (PCSF 2022)

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 636))

Abstract

The Russian and Turkish systems of higher education are similar in structure, both have three main levels: bachelor’s, master’s, and postgraduate. The duration of education is the same: 4–6 years. The higher education system in Russia and Turkey includes universities, academies, and high schools. Russian and Turkish universities are very popular among foreign students. However, Russia and Turkey are traditionally characterized by a rather poor level of foreign language skills. Accordingly, the insufficient level of foreign language proficiency may be one of the obstacles to inclusion in the multilingual new reality. The aim of this article is to analyze the capabilities of universities in Turkey and Russia to form multilingual competences of students.

Based on the analysis of the experience in the formation of multilingual competences of students in two universities - in Russia and Turkey - the authors have concluded that it is necessary to replicate the best practices of the two universities in the formation of multilingual competences of students and teachers.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Kang, E.Y.: Multilingual competence. Stud. Appl. Ling. TESOL 13(2) (2013). https://doi.org/10.7916/salt.v13i2.1334

  2. Hufeisen, B., Nordmann, A., Liu, A.W.: Two perspectives on the multilingual condition - linguistics meets philosophy of technology. Technol. Lang. 3(3), 11–21 (2022). https://doi.org/10.48417/technolang.2022.03.02

    Article  Google Scholar 

  3. Bylieva, D., Nordmann, A.: Technologies in a multilingual world. Technol. Lang. 3(3), 1–10 (2022). https://doi.org/10.48417/technolang.2022.03.01

    Article  Google Scholar 

  4. Li, J., Xie, P., Ai, B., Li, L.: Multilingual communication experiences of international students during the COVID-19 Pandemic. Multilingua 39(5), 529–539 (2020). https://doi.org/10.1515/multi-2020-0116

    Article  Google Scholar 

  5. Lobatyuk, V., Nam, T.: Everyday problems of international students in the Russian language environment. Technol. Lang. 3(3), 38–57 (2022). https://doi.org/10.48417/technolang.2022.03.04

    Article  Google Scholar 

  6. Bylieva, D., Krasnoshchekov, V., Lobatyuk, V., Rubtsova, A., Wang, L.: Digital solutions to the problems of chinese students in St. Petersburg multilingual space. Int. J. Emerg. Technol. Learn. 16, 143–166 (2021). https://doi.org/10.3991/ijet.v16i22.25233

    Article  Google Scholar 

  7. Ushioda, E.: The impact of global English on motivation to learn other languages: toward an ideal multilingual self. Modern Lang. J. 101(3), 469–482 (2017). https://doi.org/10.1111/modl.12413

    Article  Google Scholar 

  8. Cheung Matthew Sung, C.: Learning English as an L2 in the global context: Changing English, changing motivation. Chang. Eng. 20 (4), 377–387. (2013). https://doi.org/10.1080/1358684X.2013.855564

  9. Lasagabaster, D.: Language learning motivation and language attitudes in multilingual Spain from an international perspective. Modern Lang. J. 101(3), 583–596 (2017). https://doi.org/10.1111/modl.12414

    Article  Google Scholar 

  10. Pigovayeva, N., Kumar, T.: The formation professional competencies of a future teacher based on multingual education. Mir Nauki Obrazovaniya 1(86), 280–282. (2021). (in Russian). https://doi.org/10.24412/1991-5497-2021-186-280-282

  11. Molle, D., Wilfrid, J.: Promoting multilingual students’ disciplinary and language learning through the WIDA framework for equitable instruction. Educ. Res. 50(9), 585–594 (2021). https://doi.org/10.3102/0013189X211024592

    Article  Google Scholar 

  12. Pirhonen, H.: Towards multilingual competence: examining beliefs and agency in first year university students’ language learner biographies. Lang. Learn. J. 5(50), 1–14 (2021). https://doi.org/10.1080/09571736.2020.1858146

    Article  Google Scholar 

  13. Baranova, T., Mokhorov, D., Kobicheva, A., Tokareva, E.: The assessment of a multilingual approach in the context of international educational programs in English. In: Anikina, Z. (ed.) IEEHGIP 2022. LNNS, vol. 499, pp. 157–167. Springer, Cham (2022). https://doi.org/10.1007/978-3-031-11435-9_17

    Chapter  Google Scholar 

  14. Jiang, L., Gu, M., Fang, F.: Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Appl. Ling. Rev. (2022). https://doi.org/10.1515/applirev-2022-0062

    Article  Google Scholar 

  15. Rubtsova, A., Almazova, N., Bylieva, D., Krylova, E.: Constructive model of multilingual education management in higher school. IOP Conf. Ser.: Mater. Sci. Eng. 940(1), 012132 (2020). https://doi.org/10.1088/1757-899X/940/1/012132

  16. Paksoy, E., Çelik, S.: Readiness of Turkish education system for multicultural education. Educ. Res. Rev. 14(8), 274–281 (2019). https://doi.org/10.5897/ERR2017.3171

    Article  Google Scholar 

  17. Kuppers, A., Bozdag, Ç.: Doing diversity in education through multilingualism, media and mobility. Instanbul Policy Center, Instanbul (2015)

    Google Scholar 

  18. Prokhorova, A.: Multilingual approach to power engineering students’ language teaching. Eur. J. Natur. Hist. 4, 41–45 (2019). https://doi.org/10.1007/978-3-030-47415-7_2

    Article  Google Scholar 

  19. Thompson, A., Erdil-Moody, Z.: Operationalizing multilingualism: language learning motivation in Turkey Intern. J. Biling. Educ. Biling. 19(3), 314–331 (2016). https://doi.org/10.1080/13670050.2014.985631

    Article  Google Scholar 

  20. Goncharova, N., Daineko, L., Larionova, V.: Development of an adaptive learning model based on digital technologies and the work of the teacher. In: 15th International Technology, Education and Development Conference, INTED2021, INTED2021 Proceedings, pp. 6549–6558. IATED, Valencia (2021). https://doi.org/10.21125/inted.2021.1307

  21. Zaitseva, E., Zapariy, V.: Role of the university corporate culture in university management. In: 10th International Days of Statistics and Economics, pp. 2089–2095. Melandrium, Prague (2016)

    Google Scholar 

  22. Reshetnikova, O.: Effective learning tools in e-learning. In: Busch C., Steinicke M., Frieß R., Wendler T. (eds.) Proceedings of the 20th European Conference on e-Learning 2021 (ECEL), pp. 387–393. Academic Conferences and Publishing International Limited, Berlin (2021). https://doi.org/10.34190/EEL.21.091

  23. Daineko, L., Goncharova, N., Larionova, V.: Creating an adaptive learning model based on the learner’s digital footprint. In: EDULEARN21: Proceedings of 13th International Conference on Education and New Learning Technologies, pp. 4230–4237. IATED (2021). https://doi.org/10.21125/edulearn.2021.0896

  24. Demir, Ç.: English teachers’ role in boosting English learner motivation. In: 2nd International Conference on New Trends in Education and Their Implications, pp. 1189–1200. Iconte, Antalya (2011). https://www.researchgate.net/publication/331023751_English_teachers'_role_in_boosting_English_learners'_motivation

Download references

Author information

Authors and Affiliations

  1. Ural Federal University, 19 Mira Street, 620002, Ekaterinburg, Russia

    Natalia V. Goncharova, Liudmila V. Daineko & Viola Larionova

  2. Balıkesir Üniversitesi Çağış Yerleşkesi, 10145, Balıkesir, Turkey

    Çağlar Demir

Authors
  1. Natalia V. Goncharova
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Liudmila V. Daineko
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Viola Larionova
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Çağlar Demir
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Liudmila V. Daineko .

Editor information

Editors and Affiliations

  1. Department of Social Sciences, Peter the Great St. Petersburg Polytechnic University, St. Petersburg, Russia

    Daria Bylieva

  2. Institute of Philosophy, Technical University of Darmstadt, Darmstadt, Hessen, Germany

    Alfred Nordmann

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Goncharova, N.V., Daineko, L.V., Larionova, V., Demir, Ç. (2023). The Experience of Forming Multilingual Competences in Universities in Russia and Turkey. In: Bylieva, D., Nordmann, A. (eds) Technologies in a Multilingual Environment. PCSF 2022. Lecture Notes in Networks and Systems, vol 636. Springer, Cham. https://doi.org/10.1007/978-3-031-26783-3_30

Download citation

Publish with us

Policies and ethics

Search

Navigation