Modern plurilingual teacher’s communicative competence

Importance. The trends of modern language education, as well as the needs of current and future teachers of foreign languages, show that for successful professional activity today it is necessary not only to master several foreign languages, but also to use the professional metalanguage confidently, as well as to have the ability to code-switch between the languages of the linguistic repertoire easily and quickly. These facts naturally entail the need to rethink the component structure of the communicative competence of a modern plurilingual teacher. In this regard, the purpose of this study is to review the concept and redesign the structure of the communicative competence of a teacher who speaks several foreign languages at the same time.
Materials and Methods. Theoretical methods are used, such as the analysis of the research papers, as well as methods of comparison and generalization. In order to verify the applicability of the developed structure of the communicative competence, the selected components are reconciled with the descriptors of the Moscow University educational standard in the field of Linguistics.
Results and Discussion. Key problems that had not been previously considered in this field are solved. Based on the analysis of scientific literature, the characteristics of the identity of a teacher who speaks and uses several foreign languages in their professional activity were clarified, which made it possible to eliminate substantive ambiguity and structure the competence taking into account the traditions and innovations of language education.
Conclusion. Thus, the teacher’s plurilingual communicative competence includes the components of the communicative competence of the native, first, and second foreign languages that make up the speaker’s plurilingual repertoire at the private language level and plurilingual and pluricultural competencies at the integrative level. The data obtained can be used to develop curricula, modules, advanced training courses and trainings aimed at the formation and development of communicative competence among future and current plurilingual teachers. The research perspective is to create a nomenclature of knowledge, skills, and strategies for each of the defined components.

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