Teaching second language from the plurilingual perspective

The author analyzes the content of a multilanguage speaker's plurilingual competence. The study relies on the framework of the communicative competence approach and examines the multilanguage user's communicative achievement in terms of a complex organization of intellectual and psychophysiological qualities, language knowledge and cognitive attitudes. Using the hypothetical-deductive method and techniques of pedagogical forecasting, the author conceptualizes the speaker's plurilingual repertoire as a communicative advantage in meaning construction and meaning negotiation. The result of the study is the description of didactic conditions enhancing the plurilingual competence of speakers in such communicative activities as inter-language translation, mediating a text and mediating communication.