filnaukiФилологические науки в МГИМОMGIMO Journal of Language Research and Teaching2410-24232782-3717МГИМО МИД России10.24833/2410-2423-2021-4-28-9-13filnauki-365Research ArticleВступительное словоINTRODUCTIONDevelopments in language education, polyglottery and geolinguisticsDevelopments in language education, polyglottery and geolinguisticsKazakovG.KazakovG.

Grigory Kazakov, PhD, is Senior Lecturer at the Department of English No.3

76, Prospekt Vernadskogo, Moscow, 119454, Russia

Grigory Kazakov, PhD, is Senior Lecturer at the Department of English No.3

76, Prospekt Vernadskogo, Moscow, 119454, Russia

g.kazakov@my.mgimo.ruMoscow State Institute of International Relations (University)РоссияMoscow State Institute of International Relations (University)Russian Federation20212511202174913Copyright © Kazakov G., 20212021Kazakov G.Kazakov G.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://philnauki.mgimo.ru/jour/article/view/365

This paper offers an overview of the major events and trends in the field of polyglottery as a science (the study of consciously attained individual multilingualism) from 2010 to 2021 with special attention to its implications for language education and its connections with geolinguistics (understood as global or geographically specified sociolinguistics in the tradition of the American Society of Geolinguistics). Mentioned are, among other things, the milestone academic conferences in New York, Tokyo and Moscow, the creation of the first organized polyglot group in East Asia, and the first graduation papers on polyglottery defended for a bachelor’s degree in linguistics. An attempt is made to put these research results and ideas in general scientific context

This paper offers an overview of the major events and trends in the field of polyglottery as a science (the study of consciously attained individual multilingualism) from 2010 to 2021 with special attention to its implications for language education and its connections with geolinguistics (understood as global or geographically specified sociolinguistics in the tradition of the American Society of Geolinguistics). Mentioned are, among other things, the milestone academic conferences in New York, Tokyo and Moscow, the creation of the first organized polyglot group in East Asia, and the first graduation papers on polyglottery defended for a bachelor’s degree in linguistics. An attempt is made to put these research results and ideas in general scientific context

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The authors declare that there are no conflicts of interest present.