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The paper considers the analysis of translatological trilingualism which is essential for cross-cultural exchange and translation studies. Today trilingualism is perceived as a form of multilingualism that includes a mechanism for formation and development of a language personality. The paper presents the accumulated experience of trilingual educational techniques in Russia and abroad, which was starkly demonstrated by I. Alexeeva, as well as the perspectives of their implementation into the educational process. Trilingualism is considered as a complex phenomenon that includes anthropological, social and linguistic, as well as social and cultural components. The aspect of cultures which implies the phased existence of the same text in three linguistic substances, as well as translation of literary works aimed at transfer of the works of fiction from one language to another through an intermediary language. Concurrently, the special attention is paid to the Russian language and its productive role as a cultural mediator in translation of the world literature to the languages of the peoples of Russia, which has not been thoroughly studied yet. The intermediary results of the research were presented by A. Boyarkina. The paper reveals perspectives for application of the trilingual model in order to expand the translatological functions of the artificial intelligence. The Master's programme in "Translation Theory, Cross-Cultural and Cross-Lingual Communication" implemented at Kazan Federal University, revealed by S. Takhtarova, the head of the programme, and K. Prosyukova, the coordinator of the programme, as well as other educational programmes in St. Petersburg and Almaty, carefully analysed by I. Alexeeva and A. Boyarkina, are the successful examples of trilingualism as an educational tool. To sum up, it is concluded that the interaction of three languages is able to create the effective educational environment that ensures the exchange of cultures and transmits cultural values, as well as linguistic and translation skills, formed on the basis of other two languages.

The article gives a survey of the problematics, historic and cultural practice of maintaining and developing the ethnic languages of Russia through translation; it retrospectively describes the history of polycultural co-existence (including the unified method of presentation for childrens folk lore in S. Marshaks version) and outlines the ways of dealing with todays urgent problems of preserving ethnic language. The article describes the models of reconstructing the lost texts and the strategies of translating the texts of small ethnic groups, as well as the models of maintaining the quality of translation from Russias ethnic languages into Russian. We especially stress the importance of the Russian language in its role of the cultural mediator. The article pays due attention to the need to develop specific practiceoriented theories of translation which would embrace the global experience in translatology and take into account the specificity of ethno-centric mentality and the ways to keep it in translation. The article is an introduction to the following materials in the volume.

Статья посвящена описанию инновационной интерактивной модели поддержки языка и культуры с опорой на русский язык, которую предложил Стратегический центр развития переводческого образования в России (языки РФ) при Российской академии образования, и ее реализации на базе тувинского языка. Модель основывается на солидарных усилиях региона представителей РАО; она включает в себя 6 аспектов и 4 этапа реализации. Каждый из четырех этапов реализации данной модели содержит несколько из описанных аспектов. В ходе очного этапа реализации модели в ноябре 2019 г. состоялся семинар в Тувинском государственном университете. На нем были обсуждены произведения современной поэзии и прозы Тувы, а также фольклорные записи. Прошла апробацию комплексная методика поддержки словесной культуры региона через перевод на русский язык. Состоявшийся семинар можно считать установочным для дальнейшего развития перевода в регионе. Подробный анализ подлинников и сопоставление их с переводами наглядно показал, насколько плодотворен описанный метод для выявления богатства тувинской культуры. Одновременно востребованными оказались широкие знания русского языка, его стилистических и литературных ресурсов.