Problem statement concerns the search for ways and means of improving the speech and communicative culture of a person via triad of language/and — speech activity — communication. Goal: Substantiation of a valuebased approach to investigating the realities of an increasingly globalizing unpredictable world of multiculturalism and multilingualism based on the functioning of integration processes and positive cultural communication at different levels of interaction of all the participants of the educational process.

This article focuses on the main problem of education the essence of which lies in between two opposing trends of the world development: on the one hand, mobility, on the other, the need for high-quality human education. An analysis of the ideas of teachers of the 19th century will allow us to choose the most correct educational policy strategy.

The article considers some peculiarities of the initial stage of teaching translation to international relations students. The goals and objectives of the practical course “Translation in the professional sphere of activity” are determined by the Federal State Standard of Higher Professional Education. The author highlights the main problems arising at the first stages of work, and also suggests various solutions taking into account the peculiarities of a non-language university.

The article conserns the development of dual training in the system of secondary vocational education in Russia. The demand for training highly qualified specialists for the leading sectors of the economy has a great influence on the dual model of education. The introduction includes the aim, object, subject and methods of the study. The description of the peculiarities of the Soviet and foreign approach helps the author in analyzing of historical development in the sphere of the dual system.

The relevance of the problem of the development of humanitarian thinking considered in the article is related to the need to confront technocratic civilization, to prevent the technocratization of the consciousness of modern schoolchildren. The purpose of the study is to theoretically substantiate and implement the psychological and pedagogical condition for the development of humanitarian thinking of schoolchildren — «involving students within a humanitarian dialogue».

The relevance of this article considers the scientific comprehension of functioning of the technology of the formation of schoolchildren′s humanitarian culture in the system of additional foreign language education. The content of foreign language (FL) teaching is mainly represented by language and speech units, the spheres of oral language teaching, the topics for speaking and reading, the communication tasks and speech-thought actions, that constitute the technology of FL teaching.

The article examines the skill of discursive reading of texts by students of higher educational institutions. The authors emphasize the relevance of cultivating such a skill in students due to the fact that modern practice of teaching reading involves developing the skill of decoding text, but not modeling its meaning at the metacognitive level. As a result, students perceive reading as a means of achieving a certain goal — passing an exam, receiving a diploma, etc.

Based on an analysis of the theoretical aspects of the problem of forming a dictionary of moral concepts in preschool children with general speech underdevelopment (hereinafter referred to as GSD), the article presents a designed methodology for pedagogical diagnostics of this dictionary.

The article considers a comparative approach in terms of teaching the vocabulary of British and American English. The work analyzes works on the problems of intercultural, socio-cultural approaches, principles of oppositional activity, the historical context of the emergence of American English as a variant of the English language, as well as American cultural identity in relation to the topic under study. The studied criteria for selecting the content of the lexical material of British and American English for teaching are given.

In the conditions of close cooperation and exchange between Russia and China the Chinese language is studied both in Russian schools and universities at teacher and translator training departments. The article emphasizes that the Chinese language is significantly different from European languages, a number of its specific features are presented. Chinese largely shed its image as an «exotic» and «non-learning» language only after the reform and opening-up policies of the People’s Republic of China in 1979.