Cognitive lingua-cultural methodology as a universal model for teaching languages in multicultural area Kunanbaeva Salima 1 Abstract : The multilingual education policy was federally mandated in the Republic of Kazakhstan. Multicultural education promotes equitable access and rigorous academic achievement for all students so that they can work toward social change. There is a growing tendency to pay more attention to the Kazakh language taking into account its governmental and social significance, Russian language is considered as a language of intercommunication and English one has the status of integration into global world economy and science. At the same time, the implementation of any language policy imposes a heavy burden on educational system. The purpose of the article is to prove that multilingual education is a universal matrix of dimensions, qualities, and approaches that encompass theories and practices of educational reform. On the basement of our cognitive linguacultural methodology, we presented four stages of intercultural communicative competence formation in teaching English, Kazakh and Russian languages. Each stage fulfills its own specific functions and the set of certain skills are formed on each stage, which is equipped by the most effective methods and techniques. Experiment showed that the usage of cognitive lingua-cultural methodology promoted the effective acquisition of three languages by students of linguistic university. Key words: multilingualism, cognitive lingua-cultural methodology, modern technologies, competency-based, communicative, person-centered, lingua- cultural, approaches Introduction Multilingual education and the manner in which it can be implemented for the benefit of all societies in the Republic of Kazakhstan, remains a topic of much concern. Perhaps the most serious problem is that multilingual education is mainly designed for teaching “different” language user rather than for creating a population of multilinguals. Our students are the participants of the transitional multilingual educational program, which suggests learning Kazakh language by Russian-speaking groups; learning Russian language by Kazakh-speaking students and learning English language by Kazakh and Russian-speaking audience. The implementation of such policy imposed a heavy burden on educational system. We argue that the modern approaches, methods and techniques should be realized in cognitive lingua-cultural methodology. The emergence of it as an independent scientific-pedagogical system has afforded the opportunity of presenting itself as a dynamically-developing research and teaching field and places a whole range of interconnected issues on the agenda of the day. As regards scientific theory and 1 Kazakh Ablai Khan University of International Relations and World Languages, Almaty, Kazakhstan