The article is dedicated to the problem of the value self-determination in the multilingual education. The article defines the relevance of the stated problem expressed in the fact that modern conditions both external (globalization, integration, informatization, mobility) and internal (life in a multinational, multicultural environment, maintenance of national identity) dictate the need to solve an important strategic task – the formation of a person capable of living and actively participating in all processes of a multicultural, multilingual world. The article emphasizes that science has accumulated sufficient experience in the development of multicultural, multilingual education, however, there are unresolved issues relating to the content, means of education, and the organization of the process of multilingual education. As a result of the theoretical analysis, the article defines that self-determination is a valuable part of the student’s development, reflecting ascension to the values of multilingual education and the result expressed in the ability of responsible choice of aims and values, multicultural cooperation. As a result of the theoretical analysis and the application of such methods as questionnaires, cultural value orientation test, the test of communicative skills by L. Michelson, the pedagogical conditions of student’s value self-determination in multilingual education have been revealed: axiologization of the educational content, enrichment of value attitude to the multicultural world, other nations and one’s own Self, value cooperation in multicultural practices.
Keywords: multilingual education, value self-determination, pedagogical conditions