and English as a second language. In our research, we analyze the works by C. Brown, B. B. Kachru, A. Matsuda, J. Peterson, and others.
Methodology: In our research, the following methods were used: historical and theoretical analysis of the materials of the American pedagogical and socio-political press; statistical bulletins on the quantity of multilingual school-aged children, statistical bulletins on the quantity and quality of educational programs for training teachers of English as a foreign language in the United States; analysis and synthesis of resources used.
Results: The authors hold the idea of the variety of English’s and consider English as an international language. The effectiveness of education depends on the way teachers are trained. In this article, the authors analyze English as a second, English as a foreign language teacher training programs, identify similar and distinctive features of the contents, and demonstrate ways to modernize the system of training teachers of English in the United States.
Applications of this study: This research can be used for the universities, teachers, and students.
Novelty/Originality of this study: In this research, the model of the Innovative approaches to teaching and learning English as Second and English as Foreign Language in Multilingual Education is presented in a comprehensive and complete manner.
INNOVATIVE APPROACHES TO TEACHING AND LEARNING ENGLISH AS SECOND AND ENGLISH AS FOREIGN LANGUAGE IN MULTILINGUAL EDUCATION
