Factors “hybridity” and “border” in the context of language education and functional multilingualism

Abstract

The aims to study the interaction of two factors — hybridity and border — on the example of language education and functional multilingualism. The theoretical basis of the work is the concept of L.V. Shcherba on the relationship of language education with many other disciplines. It is established that the phenomenon of hybridity is associated with the idea of overcoming boundaries, mixing, in the field of language education, with the heterogeneity of students representing different countries and regions; belonging of students to different cultures, including educational ones. It is also connected with hybrid forms of education — full-time and distant learning; the concept of bilingual and multilingual teaching of foreign languages and cultures. It determines the relevance of the topic in terms of cultural and methodological aspects. Taking into account the works of N.V. Baryshnikov, N.I. Gendina, M. Causa, D. Marsh it is shown, that the use of a multilingual format mobilizes the resources of several languages that are in a situation of functional complementarity; it develops functional plurilingualism which is supporting an integrated system of communication. The condition for this is the systematic change of codes, or languages, in order to master and transfer the content of a particular discipline (translanguaring). The concept of information literacy (littératie / literacy) is considered, which implies the use of information resources in foreign languages, including digital ones, in order to educate a person who speaks several languages and has several sources of information. The question is raised about the results of the transfer of knowledge and concepts in a multilingual context and about the quality of the formed knowledge: integrated or disintegrated.

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