As a result of generalization and critical consideration of the methodological apparatus of research on translanguaging and multilanguaging as communicative practices, published over the past 10 years, the advantages and disadvantages of these methodologies are highlighted, and the problematic issues caused by them that require attention when conducting similar studies are formulated. On this theoretical foundation, possible solutions to these problematic issues, on which the effectiveness and objectivity of empirical studies of translanguaging and multilanguaging may depend, including those conducted on the material of oral and written speech generated during the educational process in higher education, are proposed, and the development of a methodology for collecting speech samples for the needs of a research project aimed at the study of translanguaging and multilanguaging communicative practices of foreign students at a Russian university is performed, based on the authors' desire to maximize the positive aspects of the earlier proposed methodological approaches and mitigate the influence of factors that could potentially have a negative impact on the results and their interpretation.
Specifics of Educational Process in Architectural Space of Russian and Chinese Universities
