Present article is considered related to problems of teaching English as a second foreign language on the basis of the first language. The process under study is complex, and requires the accounting of the linguistic experience of students and supports for the comparative-comparative analysis of the languages in the educational process. This process can be called an emerging educational multilingualism, for which are characteristic of the interference and transfer.

In an increasingly globalized world, the internationalization of education has become a pivotal objective for institutions aiming to prepare students for a diverse and interconnected society. This article examines the pedagogical basis for the internationalization of professional-methodical training for future English language teachers. The discussion highlights the theoretical underpinnings, practical approaches, and benefits of integrating international perspectives into teacher education programs, ensuring that future educators are equipped to meet the demands of a globalized educational environment.