POLYLINGUAL EDUCATION. EXPERIENCE OF COUNTRIES OF THE WORLD AND PROSPECTS FOR THE IMPLEMENTATION OF MULTILINGUAL EDUCATION IN UKRAINE

The importance of polylingual education has grown significantly in recent decades. Recognizing the importance of multilingual education, the language policy of the European Union provides for the preservation and development of the native language of the EU, as well as a perfect knowladge of at least two foreign languages. The introduction of polylingual education has already reached the scale of public policy in many EU countries, including Greece, Denmark, Estonia, Iceland, Italy, Cyprus, the Netherlands, Portugal, Romania, Finland, Sweden and Switzerland. Multilingualism should be considered not only as a communicative compulsion, but as a necessity for the sustainable development of society in any country of the world and an important factor in life in the period of global development. Analysis of publications shows that multilingualism is a feature of the modern country, demonstrates the successful coexistence of multilingual societies. These facts reveal the importance of the transformation of school education. Particular importance is attached to the problem of mastering foreign languages. The European Center for Modern Languages provides examples of successful introduction and functioning of polylingual education in educational institutions of different countries. All these projects are included in the general project of the European Center for Modern Languages of the Council of Europe "PlurCur". The language concept of Ukrainian education needs changes and improvements, reorientation to polylingual education. The experience of the PlurCur project in a common educational context in all languages studied is especially useful for Ukraine. We make assumptions about the possibility of introducing a model, programs and other components of this project in the education system of Ukraine. The idea of polylingual education is considered in the article and the schemes of the polylingual program in the form of the diagrams by Britta Hufeisen and Jonas Erin are offered. Taking into account the proposed models of multilingual education programs, as well as taking into account the national language and educational context of Ukraine, we propose a general model of multilingual education, which can be considered as one of the possible options for multilingual education in Ukraine, for the development of polylingual competence of students.