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Traditional conceptualizations of linguistic giftedness have focused primarily on the psychometric measurement of cognitive abilities, often overlooking the real pedagogical formats in which this potential is actualized and developed. However, such an approach fails to fully capture the specific ways in which exceptional linguistic abilities manifest within the competitive contexts of intellectual competitions, where students are required to demonstrate not only a high level of language proficiency but also the capacity for creative, strategic, and reflective action. The aim of this paper is to develop an integrative model of linguistic giftedness in the context of academic olympiads, introducing the concept of “competitive agency” [or: competitive subjectivity] as a key factor in realizing linguistic potential and as a foundation for designing methodological solutions in olympiad preparation systems. The proposed multilevel model integrates cognitive-linguistic, communicative-pragmatic, and personality-motivational components and is interpreted as a framework for selecting content, types of olympiad tasks, and forms of organizing training activities. The central concept of “competitive agency” is examined as a specific form of agency emerging at the intersection of individual potential, competence development under competitive conditions, and institutional opportunities that define the format and assessment criteria. The study synthesizes Western approaches to language aptitude and academic giftedness with the Russian cultural-historical tradition and contemporary theories of giftedness, translating them into the domain of foreign language teaching methodology and student preparation for olympiads.

Traditional conceptualizations of foreign language teacher education focus primarily on subject-specific and methodological competencies, often overlooking the role of teachers' own linguistic biographies in constructing their professional identities. This paper proposes a conceptual model integrating four profiles of linguistic identity among foreign language teachers, distinguished by the degree to which teachers' linguistic biographies are integrated into professional self-understanding, beliefs about the role of multilingualism in learning, and strategies for employing translanguaging practices. The central concept of "plurilingual professional agency" is examined as a form of agency emerging at the intersection of individual linguistic experience, pedagogical identity development, and institutional opportunities. The model synthesizes Western approaches to language teacher professional identity with the Russian tradition of preparing teachers as mediators of languages and cultures. The article discusses the methodological implications of the proposed typology, including the need to integrate reflection on linguistic biography into teacher education programs, to develop differentiated professional development courses for each profile, and to legitimize translanguaging practices at the institutional level. Particular attention is paid to the directions for empirical validation of the model. A mixed-methods research design is proposed, comprising a diagnostic questionnaire (32–40 items) administered to 60–80 teachers across four blocks (linguistic biography, professional beliefs, translanguaging practices, institutional context) and semi-structured interviews with 12–16 informants. An Integral Scale of Linguistic Identity (ISLI) is introduced to assign respondents to profiles based on three subscales: integration of linguistic biography, attitudinal readiness for plurilingualism, and translanguaging practices. The validation strategy also includes longitudinal projects to trace transitions between profiles, cross-cultural comparisons, and analysis of the relationship between identity profiles and student learning outcomes.