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The article presents the analysis of the research in the field of implementation of translanguaging models into professional training of students majoring in linguodidactics. The authors analyze various models within the framework of the opposition of academic and spontaneous translanguaging, as well as enhancing metalinguistic awareness model, model of using whole linguistic repertoire, integrated language curriculum model and model of translanguaging shift s from the perspectives of using two foreign languages simultaneously for the organization of bilingual training. Each of the presented models differs in type, intentions of using translanguaging, the subject who makes the choice of the languages, as well as in the ratio between the languages. Considering the theoretical foundations, the authors note the potential of each model in the linguodidactic process. In conclusion, the most effective and suitable, from the authors’ point of view, practices of transinguaging are presented. They allow flexible use of two foreign languages simultaneously for organizing classes and, accordingly, provide bilingual professional training that meets the requirements and challenges of the modern educational environment.

The article studies the issues of developing special competencies necessary for working with digital libraries among undergraduate and graduate students in the field of “Cultural Studies”. In the context of digitalization of the Russian educational and cultural space, the question arises of developing appropriate competencies in students — future specialists in the field of cultural heritage representation. An analysis of the national project “Culture” showed that one of the most important and pressing tasks is the digitization and replenishment of electronic libraries. However, in addition to working with digital copies of cultural heritage objects, modern specialists must be ready to work with those objects that are initially digital in nature. In this regard, the creation of new formats for systematization and reconstruction of information about cultural objects becomes relevant. The most popular tool for this are digital libraries, working with which it is impossible to do without supplementing professional competencies with components of ICT competence. In addition, ICT competence, developed through interaction with digital libraries, helps to implement personal projects to create one’s own knowledge base. In conclusion, it is advisable to include ICT competence as an independent competence in the list of professional competencies as well as develop a course aimed at forming the components of this competence necessary for working with digital libraries.