Russian Language Teaching in Multilingual Environments Outside of Russia

Abstract

This article examines Russian language learning in multilingual environments outside of Russia. First, it defines the concepts of intercultural communicative competence and transculturality, highlighting the cognitive and intercultural flexibility of bi- or multilingual individuals. The author then describes four methodological models, distinguishing between learning Russian as L1, as a foreign language, and as a second or family language. The article concludes that the best way for B2/C1 students to further improve their communication skills is through a transcultural language learning environment.