Multilingualism and creativity in the context of cognitive regulation

Context and relevance. This article presents a critical and analytical review of the results of current studies aimed at researching the creativity of multilinguals, whose advantages are associated with cognitive regulation (executive functions). Thus, the purpose of this theoretical study was to consider the unresolved conceptual and methodological issues, that hinders the creation of unified theoretical constructs and fundamental theoretical provisions. The identification of the main trends in solving this problem determines the completeness of our review. Following from the analysis of current research, the article substantiates the need for the post-non-classical, transdisciplinary approach in order to integrate neuro- and cognitive sciences, socio- and psycholinguistics, educational psychology and pedagogy to build a holistic model of linear and non-linear connections between multilingualism and creativity. The practical significance is the use of the obtained data in creating effective neuro-educational technologies that stimulate the development of cognitive functions in students with different language status, ensuring the development of their creative abilities in the educational process.