Polylinguality and Transcultural PracticesPolylinguality and Transcultural Practices2618-897X2618-8988Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)2406910.22363/2618-897X-2020-17-2-157-167Research ArticleInvariant Model of Polylingual EducationYalalovFarit G.<p>Doctor of Education, Professor, Deputy Director of Science at the Institute of Tatar Encyclopedia and Regional Studies of Tatarstan Academy of Sciences, Professor of the Department of Tatarism and Cultural Studies at the Tolstoy Institute of Philology and Intercultural Communication of Kazan Federal University</p>yalalov51@mail.ruInstitute of Tatar Encyclopedia and Regional Studies of Tatarstan Academy of SciencesTolstoy Institute of Philology and Intercultural Communication of Kazan Federal University1512202017215716724062020Copyright © 2020, Yalalov F.G.2020<p>The article is devoted to the implementation of citizens language rights in the field of education in accordance with the requirements of Federal Law No. 317-FZ of August 3, 2018. Under the new law, Russian citizens significantly expanded their rights to choose educational programs in their native language, as well as to choose the languages of training and education in a comprehensive school. After analyzing the content of UNESCOs definition of polylingual education, the author of the article identifies two interrelated meanings in it. On this basis, polylingual education implies, firstly, the studying and teaching at least three languages at a school, and secondly, the organization of a single, focused process of training and education in at least three languages. Based on the materials of the language picture of the Republic of Tatarstan, the author presents a line of language learning which is invariant for multilingual regions of Russia, and also outlines the prospects for using three languages in the education system.</p>multilingual paradigmstatus of languagesmajority and minority languagesdominant languageinvariant line of languagesмультиязычная парадигмастатус языковмажоритарные и миноритарные языкидоминирующий языкинвариантная линейка языков[Dzhusupov, D. 2015. “Shkol’noe poliyazychnoe obrazovanie v Kazakhstane”. Vestnik RUDN, seriya Voprosy obrazovaniya: yazyki i spetsial’nost’ 5: 64—71. Print. (In Russ.)][Tollefson, J.W. 2002. Language policies in education: Critical issues. Oxford: Blackwell. Print.][Phillipson, R. 1992. Linguistic Imperialism. Oxford: Oxford University Press. Print.][Marusenko, M.A. 2019. “Dvuyazychnoe obuchenie i problemy etnicheskoi i yazykovoi identichnosti v SSSR i sovremennoi Rossii”. Polilingval’nost’ i transkul’turnye praktiki 2: 190—203. Print. (In Russ.)]