Abstract:
The article describes the different as-pects of creating multilingual e-learning course by means of Russian, Tatar and English languages at the University in the Re-public of Tatarstan.
In 2018, the Ministry of education of the Republic of Tatarstan launched a "Bi-lingual teacher" project, which has been implemented at the Kazan Federal University and aimed at train-ing subject teachers for the new multilingual schools who are able and ready to work successfully at school using 2 (Tatar and Russian) or 3 (Tatar, Rus-sian and English) languages. Considering the circumstances, there is a necessity of bi- and multilingual teacher training program using specific educational techniques, ap-proaches and learning materials.
The pilot multilingual (Russian, Tatar and English) math e-learning course was designed, developed and delivered to pre-service teacher training students. The ADDIE model was used to guide the development of the e-learning course that would be meet the diverse needs of bi- and multilingual students.
To evaluate pre-service teacher's motivation and attitudes towards multilingual education by means of Russian, Tatar and English languages the survey was con-ducted. The results give us reason to say that students were not guided by external motives while working with e-learning course, such as high mark, verbal approval, but they considered the work is important, useful and potentially neces-sary for future successful professional activities. It can be concluded that the de-veloped multilingualeducation framework is scalable and can be applied for other subject courses (e.g., Computer Science, Physics etc).
