Lexicology and Multilingualism
Keywords:CLIL, multilingualism, bilingual education, multilingual education, multilingual competence, lexicology.
The article deals with the issues where multilingualism as a linguistic phenomenon is successfully revealed in the Lexicological studies, namely, in the five lexicological problematic questions of the course, and the whole topic is dedicated to the Multilingual aspect in Lexicology.
It covers the description of CLIL (Content Language Integrated Learning) and some aspects of its influence on the process of development of students’ multilingual competence. It is emphasized that multilingualism has become a widespread phenomenon in modern society. A considerable number of people speak more than two languages in their everyday life due to historical, social, or economic reasons. This is one of the causes why multilingual competence has been defined as one of the key competences that a modern competitive specialist should possess according to the European System of Higher Education. CLIL is usually thought to play an increasingly important part in language education, both as a feature of foreign teaching and learning, and as an element of bi- and multilingualism, that was evidently presented in the course of English Lexicology. The ability to apply multilingual competence is one of the key objectives of the curriculum. Multilingual competence presupposes that speakers use different languages for different contexts and purposes, but their influence on the languages may differ. The article gives a detailed description of the features typical of CLIL. So, subject learning combined with language learning leads to the formation of multilingual knowledge, which contributes to the development of multilingual competence.
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