• Svetlana Loba
Keywords: concept, frame structure, slot, multilingualism, multilingual education


The research represents various definitions of the notion “concept” as well as its main characteristics. Besides, the article also reveals the theoretical background of “frame semantics”, examines the concept “Multilingual education”, elucidates the peculiarities of the frame structure of multilingual education. Moreover, the lexemes which are used to represent the concept “Multilingual education” have been singled out. In the process of research it has been found out that there exist two main approaches to the study of the notion “concept” in modern linguistics: the frame as well as the field structure. With a view to describe the structure the concept “Multilingual education” and to define its peculiarities, the theory of “Frame semantics”, which was introduced by Ch. Fillmore, has been applied. A frame is formed with the help of slots, which make up its nucleus and basic structure. About 150 lexical units have been singled out to be the factual material for the current research. These lexemes verbalize different aspects of Multilingual education. Having carried out the research, 6 slots, composing the basic structure of the concept “Multilingual education”, have been singled out: “Organization of learning and teaching process”, “Administration of Educational Institution”, “Structure of Educational Institution”, “Multilingual programs”, “Multilingual communities”. On the basis of the study it has been proved that the slot “Organization of learning and teaching process” is the most abundant one, as the notions it represents are general terms which are widely used with the same meaning in different spheres. However, such slots as “Multilingual programs”, “Multilingual communities” include various verbal representations of the same notions. Such a phenomenon can be explained with the fact that the concept “Multilingualism” has not been investigated profoundly by scholars.


1. Ван Дейк, Т. А. Язык, познание, коммуникация. М. : Прогресс, 1989. Print.
2. Кубрякова, Е. С. Краткий словарь когнитивных терминов. М. : Филологический факультет МГУ, 1997. Print.
3. Семотюк, О. П. Сучасний словник іншомовних термінів. Харків: Веста-Ранок, 2007. Print.
4. Степанов, Ю. С. Константы: Словарь русской культуры: Изд. 2-е, испр. и доп. М. : Академический проект, 2001. Print.
5. Anisimova, A. I. Clil and development of students’ multilingual competence. Dnipro: Актуальні проблеми філологічної науки та педагогічної практики, 2016. Print.
6. Baker, Colin. Foundations of Bilingual Education and Bilingualism: 5th edition. Clevedon: Multilingual Matters, 2011. Print.
7. Cenoz, Jasone and Fred Genesee. Beyond Bilingualism: Multilingualism and Multilingual Education. Clevedon: Multilingual Matters, 1998. Print.
8. Edwards, John. Multilingualism: understanding linguistic diversity. London: Continuum International Pub. Group, 2012. Print.
9. Heine, Bernd. The Oxford Handbook of Linguistic Analysis. Oxford: Oxford University Press, 2015. Print.
10. Lasagabaster, David, Angel Huguet. Multilingualism in European Bilingual Contexts: Language Use and Attitudes. Clevedon: Multilingual Matters, 2007. Print.
11. Stevenson, Angus. Oxford Dictionary of English 3rd Revised Edition. Oxford: Oxford University Press, 2010. Print.
How to Cite
Loba, S. (2017). FRAME STRUCTURE OF THE CONCEPT “MULTILINGUAL EDUCATION”. English and American Studies, (14), 34-40. Retrieved from