MULTICULTURALISM AND GLOBALISATION IN THE LANGUAGE EDUCATION WORLD SYSTEM

Multiculturalism largely determines the geopolitical picture of the modern globalised world. It is known that globalisation is inherently global political, economic, religious and cultural integration and unification. Because of the simplification of movement around the world, due to the opening of the borders of almost all countries, the development of technologies, and in particular of the Internet, people got the opportunity to acquaint people from other countries with their own and original cultures. The paper provides the clear and thorough description of the positive experience of multiculturalism in the form of a model of integration without assimilation. It gives a detailed analysis of the key factors determining the modeling of the learning process in teaching foreign languages on a bilingual basis in the USA and Europe. The problems of migration and language are a complex phenomenon affecting the interests of millions of people around the world. A person who finds himself /herself in a new society must adapt to the peculiarities of the functioning of a given society, to adopt his laws and rules, and to correct social roles. In one way or another, migration is always stress, and the process of social adaptation is directly related to the adjustment of linguistic, psychological and psycholinguistics. The migrant must penetrate not only into the social and economic life of society but also in his cultural and linguistic part. And the main thing is not to lose your native language, your national identity. In the created multicultural conditions of intercultural interaction at the present stage, the model of bilingual training becomes more widespread. Traditionally, bilingual education means the organization of the educational process, when it becomes possible to use more than one language as a language of instruction (for example, the language of a Turkish minority in Austria or German as a foreign language in Russia). The paper also reviewed the language education world system in the context of globalization, cultural contacts, and migration of the population. It discusses bilingual programmes and measures to be taken to improve the educational process in educational institutions. It is important to note that specialists group bilingual foreign language teaching programs according to different models: the enrichment program, the transition program, and the language preservation program. The value and the whole meaning of bilingual models of training immigrants and national minorities (in the form of transitional programs and language preservation programs) depend on very sophisticated sociolinguistic conditions, which in turn determine the significance of the corresponding language in society. The research data allowed the authors to come to some conclusions. One of them is the functioning of multicultural models of language education testifies to positive bilingualism and multilingualism, which has a beneficial effect on the development of the individual while preserving its linguistic and cultural identity.