The article deals with the issues where multilingualism as a linguistic phenomenon is successfully revealed in the Lexicological studies, namely, in the five lexicological problematic questions of the course, and the whole topic is dedicated to the Multilingual aspect in Lexicology. It covers the description of CLIL (Content Language Integrated Learning) and some aspects of its influence on the process of development of students’ multilingual competence. It is emphasized that multilingualism has become a widespread phenomenon in modern society. A considerable number of people speak more than two languages in their everyday life due to historical, social, or economic reasons. This is one of the causes why multilingual competence has been defined as one of the key competences that a modern competitive specialist should possess according to the European System of Higher Education. CLIL is usually thought to play an increasingly important part in language education, both as a feature of foreign teaching and learning, and as an element of bi- and multilingualism, that was evidently presented in the course of English Lexicology. The ability to apply multilingual competence is one of the key objectives of the curriculum. Multilingual competence presupposes that speakers use different languages for different contexts and purposes, but their influence on the languages may differ. The article gives a detailed description of the features typical of CLIL. So, subject learning combined with language learning leads to the formation of multilingual knowledge, which contributes to the development of multilingual competence.

The article deals with the challenges and perspectives for the implementation of multilingual education in Ukraine. In the first part definitional aspects of multilingualism and the difference between multilingualism and polyglotism are shown. Thereafter, the main principles of the Bologna Process in Europe and its special features in the Ukrainian higher-education system are illuminated. Furthermore, the distinguishing features of bilingual and multilingual education are highlighted. The second part (discussions and results) deals with educational experiences with the introduction and implementation of multilingual education in the Department of English Philology at the Faculty of Ukrainian and Foreign Philology and Art in the Oles Honchar Dnipropetrovsk National University (DNU). The authors conclude that multilingual education is a key to success and that co-operative and linguocultural learning promote the development of competent multilingual and intercultural persons and their lifelong learning.

This article discusses the diversity in verbalization of the concept UNIVERSITY in the English educational discourse. The definition of the notions “concept”, “educational discourse” have been revealed through cognitive linguistics. The analysis is based on the most common variants of the English language – British and American. The research has been conducted on the basis of the educational discourse of the leading universities of the UK and the USA, namely, 5 leading universities of the UK and 5 universities of the USA. In order to study the diversity in verbalization of the concept UNIVERSITY a frame structure has been chosen. This structure fully reflects the lexica‑and‑semantic features of the concept under study. The article presents a schematic view of the concept UNIVERSITY, where its components has been highlighted: subframes, slots and subslots. When examined the concept UNIVERSITY, component and conceptual analysis has been used, so that the vocabulary definitions of the verbalizers of the concept under study have been compared. The analysis has shown that the lexical unit “university” is a concept that includes a whole range of characteristics and associations. Different lexical units presented in the educational discourse have been examined on the basis of English-speakers’ perception. It has been stated that lexical‑and‑semantic structure of the concept UNIVERSITY is quite a complex and developed one. Significant differences in the use of lexical units that actualize the concept UNIVERSITY has been considered. The reason for this difference are linguocultural as well as historical features of the development of the two variants of the English language.

The article gives the definition of a notion «concept» and presents its main interpretations in modern linguistic science. This article also describes the notion of «phraseologicalworldview» and its relation to the notion «concept». Based on the selected phraseological units that actualize the concept FAUNA in three languages – English, Spanish and Ukrainian, their analysis, comparison and classification were carried out. This allowed us to prove that the language actualization of the concept FAUNA, which is based on the material of the English, Spanish and Ukrainian phraseological units, is associated with the identification of national characteristics of the researched cultures. The peculiarities of the phraseological worldview of a particular language are influenced by linguistic and cultural factors, geographical location, customs and traditions of the country. Together with the peculiarities of the world perception of British, Spanish and Ukrainian people, these factors influence the language organization, human traits, ideas and meanings that are embedded in the concepts of various animals. In the course of the research, the main different and common features of the language actualization of the concept FAUNA in English, Spanish and Ukrainian phraseological worldviews have been discovered.

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