The relevance of the study is based on the fact that unification of the peoples’ life-support environment is observed in today’s society. Most of them can no longer manage only with ethnically specific methods developed in traditional life-support for their existence and reproduction. Their present-day life-support activities have become integrated, nationally interdependent, whereby the interdependence is deepening. On this basis, the aim of this study is to identify essential characteristics of a multi-ethnic school as the main component of multilingual and multicultural education. The focus is on the mechanisms of a monolingual school transformation in the Republic of Sakha (Yakutia) as a multinational region of the Russian Federation. The socio-pedagogical feasibility of a multi-ethnic school in today’s conditions is substantiated in the article. Prospects for the development of a multi-ethnic school are related to the fact that multilingual education in a multi-ethnic environment has certain goals. The choice depends on the goals of linguistic and cultural policy and should be in agreement with it, as one of its main manifestations. Setting goals is aimed at solving problems by promoting integration within the country and facilitating communication and understanding with the outside world.
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