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Drawing on the function of Russian as a state language the paper proposes a concept of continuous linguistic rhetorical (LR) education perceived as a means of optimizing language policy in Russian multinational regions. LR education as an innovative pedagogical system shapes a learner’s readiness for self-projection as a strong linguistic personality of a dialogical, democratic, multicultural type transformed into a professional linguistic personality at the higher school level. From the standpoint of parity and mutual complementarity of languages in the context of nationalRussian bilingualism and multilingualism the article outlines principles of bi (poly) linguistic education. The latter contributes to the formation of substructures of a learner’s "primary" and "secondary" linguistic personalities on the complex basis of the integral LR competence of a mixed type with a successive formation of a learner as an active and conscientious subject of the discursive processes of the 21st century Russian multiethnic socio-cultural and educational space at all educational levels. From the process-dynamic perspective the goal of the innovative pedagogical process suggested by the system of continuous LR education in multi-national regions consists in forming a learner’s readiness for effective communicative-cognitive activity on the basis of bi(poly) linguistic LR competence of a mixed type. The components of this readiness include motivationvolitional, informational-semantic, operational-actional, empirical; the criteria for the readiness level are motivational, reflexive, theoretical, practical.

Continuous Linguistic Rhetorical Education as a Means of Optimizing Language Policy in Russian Multinational Regions