This article describes the experience of Kazan University in teaching Swahili, Afrikaans and Indonesian. The study is essential due to the discovery of new directions in the study of rare languages at Kazan University, the need for theoretical understanding of the educational process, and the identification of students' priorities for studying languages in a rapidly changing world marked by the intensive interaction of languages and cultures.The aim of the study was the experimental justification of the theoretical model of co-studying languages and cultures based on the experience of teaching and learning rare languages at Kazan University. In the course of the study, general scientific methods of analysis and synthesis, a systematic approach, a descriptive method, and a comparative method as a system of methods and analysis were used to identify the common and special patterns in teaching rare languages.The introduction of research results into the educational process ideally aims at the forma¬tion of integral thinking among students as a new way of understanding the world, since ‘a person as a resident on the planet must think and act in a new aspect, not only in the aspect of an indi¬¬vidual person, family or clan, states or their unions, but also in the planetary aspect’ (Vernadsky, 1988).The research results are of theoretical and practical significance for the continuation of study of rare languages, development of the content of language disciplines, as well as for advancing the theory of foreign languages acquisition.

rare languages, Oriental and African languages, linguistic and linguocultural identity, comparative method, integral vision