The article presents the technology of training in the clinical departments of the medical universities. At these universities innovative technologies for teaching students in multilingual groups and foreign students are of particular relevance. According to the developed cognitive-communicative technology of bilingual education, the goal of our article was to provide scientific and methodological support for the process of bilingual (Kazakh-English and Russian-English) training as a part of the Phthisiology course. The allocation of the structure of the studied text in the form of diagrams and tables allows you to clearly see the "skeleton" of the material on a functional-semantic basis. The cognitive structure of the studied theoretical material, representing a "skeleton" of interconnected parts, ensures the integrity and systematic nature of the perceived content, which is important for preservation in long-term memory. The research methods of this problem were the analysis of educational and program documentation, authentic materials in English; semantic structuring of tuberculosis training material; questioning, pedagogical observation, interview, testing, ascertaining and forming pedagogical experiments. A survey of students showed the effectiveness of this teaching methodology. The academic performance of 4th year students studying according in the approved methodology was 89.1%, while academic performance of students studying accroding to the standard methodology group (a lecture, practical lesson, and a seminar) was 75%. The developed mechanism for the design of multilingual education in the discipline “Phthisiology” serves as a tool for the development of educational and methodological complex in other medical courses, which implement cognitive-communicative technology in teaching non-linguistic disciplines of universities.

cognitive-communicative technology, bilingual education, integration of diverse subject methods, understanding, memorization