Abstract
AbstractThe 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.KeywordsLearningUniversityStudentsMultilingual competenciesMultilingual educational environmentHigher education
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