Multilingualism in a Post-Literate Society: Philosophical and Cultural Foundations, Methodological and Pedagogical Development of the Multilingual Education Model

Abstract

The study proposes a conceptual model of post-literacy, multilingualism, and multilingual education in the age of post-literacy and presents models of language communities of world universities, as well as models of linguistic and cultural adaptation of immigrants in EU nations and Russian universities participating in Program 5-100.
 The researchers analyzed real adaptive practices in Yekaterinburg universities (Ural Federal University and Ural State Pedagogical University) using evidence from Chinese students and employees; studied the formation and development of multilingual communities in universities with full-time and remote acquisition, languages teaching tools and university loyalty formation tools during remote interactions in social networks on the Internet, as well as practices that promote tolerance as a pedagogical value in multilingual educational communities.
 The research findings include a list of issues in scientific and educational communications in the university’s multilingual space/community in the context of digitalization and expansion of the multilingual community due to the inclusion of speakers of languages other than world languages, as well as a list of issues related to the supply of reading materials corresponding to the level of complex texts of a new nature in the age of post-literacy to provide linguistic education in the multilingual environment. The researchers also offer ways of entry into, existence in, and exit from a temporal multilingual community, as well as continuous renewal and development of such communities.