Abstract
The article deals with the problem of multilingualism, analyzes the models of bilingual education. It is noted that multilingualism as an object of research covers linguistic, psychological, sociological, pedagogical and other aspects. The process of parallel learning of several languages provides for additive, parity, duplication and displacement models. The article argues that the most promising are the additive and parity teaching models as meaningfully and procedurally relevant to the goals of the modern teaching system for the disciplines of the language cycle, contributing to the fulfillment of a social order in the preparation of a competent linguistic personality who speaks the languages most in demand in society. The presented learning models can serve as the basis for the development of a comprehensive model for the development of communicative language competence, the formation of a bilingual personality capable of equally carrying out speech activity and fulfilling communicative needs through language and speech. The existence of modified immersion models is noted, in which it becomes possible to use a second language as a foreign one, at least at the initial stage of training. Effective models are those that objectively compare different methods and aspects of the use of one or more languages, and also assess the benefits of these methods for a specific audience.