emr Управление образованием: теория и практика Education Management Review 2311-2174 Индивидуальный предприниматель Подколзин М.М. 3240 KCWWAU 10.25726/v4593-7951-5359-v DATA SCIENCE В УПРАВЛЕНИИ ОБРАЗОВАТЕЛЬНЫМ ПРОСТРАНСТВОМ Транслингвистические практики в билингвальном образовании высшей школы: педагогические стратегии и их эффективность Translinguistic practices in higher school bilingual education: pedagogical strategies and their effectiveness Абдукадырова Т.Т. Abdukadyrova Tumisha T. tumischa-uni@mail.ru Асуева Л.М. Asueva Linda M. Asueva@chesu.ru Чеченский государственный университет им. А.А. Кадырова, 364024, Чеченская Республика, г. Грозный, ул. А. Шерипова, 32 Kadyrov Chechen State University, 364024, Chechen Republic, Grozny, A. Sheripova St., 32 30 06 2026 16 6 143 152 25 04 2025 © 2026 Управление образованием: теория и практика © 2026 Education Management Review 2026 Управление образованием: теория и практика Education Management Review Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial-NoDerivatives» («Атрибуция — Некоммерческое использование — Без производных произведений») 4.0 Всемирная. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Метаданные настоящей записи распространяются на условиях Creative Commons CC0 1.0 (передача в общественное достояние). The metadata of this record are distributed under the Creative Commons CC0 1.0 Universal Public Domain Dedication.

Стремительное развитие высшего образования в условиях глобализации актуализирует проблемы эффективной реализации билингвальных образовательных программ. Современные транслингвистические подходы, основанные на понимании языка как динамичного и многомерного ресурса, предлагают инновационные педагогические решения для высшей школы. Настоящее исследование направлено на анализ эффективности транслингвистических практик в контексте билингвального образования университетов и выявление оптимальных педагогических стратегий их реализации. Методологическую основу составили смешанный дизайн исследования, включающий анкетирование преподавателей и студентов, анализ академических результатов и экспертное интервьюирование. Эмпирическая база охватывает 62 студента и 9 преподавателей из университетов Чеченской республики, реализующих программы билингвального образования. Результаты демонстрируют существенное повышение академической успеваемости студентов при систематическом применении транслингвистических стратегий, улучшение метакогнитивных навыков и рост мотивации к изучению профильных дисциплин. Установлено, что наиболее эффективными являются стратегии коллаборативного транслингвизма, мультимодального сопоставления концептов и рефлексивного переключения кодов. Полученные данные свидетельствуют о высоком потенциале транслингвистических подходов для трансформации педагогических практик в билингвальном образовании высшей школы и обеспечения устойчивого развития многоязычной образовательной среды.

The rapid development of higher education in the context of globalization actualizes the problems of effective implementation of bilingual educational programs. Modern translinguistic approaches based on understanding language as a dynamic and multidimensional resource offer innovative pedagogical solutions for higher education. The present study is aimed at analyzing the effectiveness of translinguistic practices in the context of bilingual education at universities and identifying optimal pedagogical strategies for their implementation. The methodological basis was based on a mixed research design, including a survey of teachers and students, an analysis of academic results, and expert interviews. The empirical base includes 62 students and 9 teachers from universities of the Chechen Republic implementing bilingual education programs. The results demonstrate a significant increase in students' academic performance with the systematic application of translinguistic strategies, an improvement in metacognitive skills and an increase in motivation to study specialized disciplines. It has been found that the most effective strategies are collaborative translingualism, multimodal concept matching, and reflexive code switching. The data obtained indicate the high potential of translinguistic approaches for the transformation of pedagogical practices in bilingual higher education and ensuring the sustainable development of a multilingual educational environment.

 транслингвизм билингвальное образование высшая школа педагогические стратегии академическая успеваемость многоязычие образовательные технологии translingualism bilingual education higher school pedagogical strategies academic performance multilingualism educational technologies Исследование выполнено без внешнего финансирования. The study was conducted without external funding. metadata-license CC0 1.0 Список литературы Bialystok E., Barac R. Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education // Child development. 2023. Vol. 94. № 2. pp. 256-274. Dang T.K.A., Bonar G., Yao J. Professional learning for educators teaching in English-medium-instruction in higher education: A systematic review // Teaching in higher education. 2023. Vol. 28. № 4. pp. 789-807. García O., Li W. Translanguaging: Language, bilingualism and education. NY: Palgrave Macmillan, 2014. 202 p. Gort M., Sembiante S.F. Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers' languaging practices in support of emergent bilingual children's performance of academic discourse // Bilingual research journal. 2015. Vol. 38. № 1. pp. 7-25. Huang Y.H. The majority are left behind: The promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities // Higher education. 2024. Vol. 88. № 1. pp. 85-100. Li X., Li C. English-medium instruction and translanguaging // Language and education. 2024. Vol. 38. № 1. pp. 148-165. Macaro E., Curle S., Pun J., An J., Dearden J. A systematic review of English medium instruction in higher education // Language teaching. 2018. Vol. 51. № 1. С. 36–76. Manzano-Agugliaro F. и др. Worldwide trends in bilingual education research: A half-century overview // Education sciences. 2021. Vol. 11. № 11. Article 730. Moraru A. и др. Translanguaging within and across learning settings: A systematic review focused on multilingual children with a migration background engaged in content learning // Review of education. 2025. Vol. 13. № 1. Article e3289. Musyoka M.M., Dostal H.M. Translanguaging in bilingual deaf education teacher preparation programs // Languages. 2023. Vol. 8. № 1. Article 65. Oraif F., Alrashed M. Using English medium instruction to teach a general course in a College of Business and Management // Frontiers in psychology. 2022. Vol. 13. Article 984869. Pérez Cañado M.L. Inclusion and diversity in bilingual education: A European comparative study // International journal of bilingual education and bilingualism. 2023. Vol. 26. № 9. С. 1129–1145. Prabjandee D., Nilpirom P. Pedagogy in English-Medium Instruction (EMI): Some recommendations for EMI teachers // rEFLections. 2022. Vol. 29. № 2. pp. 421-434. Rose H., Curle S., Yuksel D. English medium instruction in emerging contexts: An editorial introduction to the special issue // System. 2024. Vol. 122. Article 103265. Scherzinger L., Brahm T. A systematic review of bilingual education teachers' competences // Educational research review. 2023. Vol. 39. Article 100531. Sembiante S.F., Tian Z. Translanguaging: A pedagogy of heteroglossic hope // International Journal of bilingual education and bilingualism. 2023. Vol. 26. № 8. С. 919-923. Tai K.W.H., Wei L. Mobilising multilingual and multimodal resources for facilitating knowledge construction: Implications for researching translanguaging and multimodality in CLIL classroom context // Journal of multilingual and multicultural development. 2024. Vol. 45. № 2. pp. 1-18. References Bialystok E., Barac R. Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education // Child development. 2023. Vol. 94. № 2. pp. 256-274. Dang T.K.A., Bonar G., Yao J. Professional learning for educators teaching in English-medium-instruction in higher education: A systematic review // Teaching in higher education. 2023. Vol. 28. № 4. pp. 789-807. García O., Li W. Translanguaging: Language, bilingualism and education. NY: Palgrave Macmillan, 2014. 202 p. Gort M., Sembiante S.F. Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers' languaging practices in support of emergent bilingual children's performance of academic discourse // Bilingual research journal. 2015. Vol. 38. № 1. pp. 7-25. Huang Y.H. The majority are left behind: The promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities // Higher education. 2024. Vol. 88. № 1. pp. 85-100. Li X., Li C. English-medium instruction and translanguaging // Language and education. 2024. Vol. 38. № 1. pp. 148-165. Macaro E., Curle S., Pun J., An J., Dearden J. A systematic review of English medium instruction in higher education // Language teaching. 2018. Vol. 51. № 1. pp. 36-76. Manzano-Agugliaro F. et al. Worldwide trends in bilingual education research: A half-century overview // Education sciences. 2021. Vol. 11. № 11. Article 730. Moraru A. et al. Translanguaging within and across learning settings: A systematic review focused on multilingual children with a migration background engaged in content learning // Review of education. 2025. Vol. 13. № 1. Article e3289. Musyoka M.M., Dostal H.M. Translanguaging in bilingual deaf education teacher preparation programs // Languages. 2023. Vol. 8. № 1. Article 65. Oraif F., Alrashed M. Using English medium instruction to teach a general course in a College of Business and Management // Frontiers in psychology. 2022. Vol. 13. Article 984869. Pérez Cañado M.L. Inclusion and diversity in bilingual education: A European comparative study // International journal of bilingual education and bilingualism. 2023. Vol. 26. № 9. pp. 1129-1145. Prabjandee D., Nilpirom P. Pedagogy in English-Medium Instruction (EMI): Some recommendations for EMI teachers // rEFLections. 2022. Vol. 29. № 2. pp. 421-434. Rose H., Curle S., Yuksel D. English medium instruction in emerging contexts: An editorial introduction to the special issue // System. 2024. Vol. 122. Article 103265. Scherzinger L., Brahm T. A systematic review of bilingual education teachers' competences // Educational research review. 2023. Vol. 39. Article 100531. Sembiante S.F., Tian Z. Translanguaging: A pedagogy of heteroglossic hope // International Journal of bilingual education and bilingualism. 2023. Vol. 26. № 8. pp. 919-923. Tai K.W.H., Wei L. Mobilising multilingual and multimodal resources for facilitating knowledge construction: Implications for researching translanguaging and multimodality in CLIL classroom context // Journal of multilingual and multicultural development. 2024. Vol. 45. № 2. pp. 1-18.