TRANSLINGUALISM IN THE CONTEXT OF TEACHING SPECIAL DISCIPLINES IN THE INTERMEDIARY LANGUAGE

Russian higher education is becoming truly multilingual, Russian universities are accepting a growing number of international students from various regions and countries. Higher education in L2 in non-linguistic universities requires serious attention to how communication is carried out between all participants in the context of teaching specialized disciplines through L2, research work and the overall training of qualified specialists for the global labor market in general. The internationalization of higher education has resulted in English, which has sought to consolidate its status as a global language of academia, most often becoming a lingua franca in international programs, excluding reliance on the native language and ignoring the linguistic repertoire of students. This article experimentally explores the potential for cognitive support of the native language and the entire linguistic repertoire of students in the context of getting master level degree with the aim of replacing the traditional "English only" approach with a pedagogical strategy of translanguaging, within which the student's entire linguistic repertoire is viewed not as a "hindrance" but as a resource for learning and cognitive support for content knowledge acquisition. The article discusses not only the advantages of translanguaging, but also problems and concerns. However, the general conclusion of the article is that translanguaging padagogy can enrich the practice of teaching through L2 and contribute to the creation of a multilingual educational environment in higher education. Special focus is given to the terminological consensus regarding translanguaging in domestic linguodidactics. The described experimental research results of the pedagogical experiment based on the Faculty of Foreign Languages of St. Petersburg State University are useful for all those teaching special disciplines through L2 in Russian non-linguistic universities.