Abstract
The introduction offers an in-depth analysis of the significance of the parallel study of two foreign languages, a challenge that becomes particularly pronounced in light of the limited number of classroom hours characteristic of most university curricula.The particular attention is paid to the specific difficulties associated with the distribution of time and resources between the study of English and French. The study is aimed at developing a methodology that promotes not only the effective acquisition of both languages, but also the development of students' sustainable motivation, engagement and independent work skills. The scientific relevance of the research lies in the creation of an innovative integrated learning model that factors in the cognitive characteristics of students, their level of training and individual educational needs. The research methodology is based on the analysis of data obtained through student surveys, interviews with teachers and detailed observation of the learning process, enabling to identify key obstacles, such as lack of attention to the second language and decreased motivation in its study. The main research findings demonstrate that the use of integrated tasks, such as cross-language exercises, creative tasks and practical work in groups, contributes not only to the improvement of the level of proficiency in French, it also facilitates the parallel learning of two languages.