Authors

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.