Introduction. The ideas of convergence in education have become widespread in connection with the development of post-industrial society. The formation of a personality of a convergent type is one of the requirements of the modern world, understood as a complex whole, which can be studied only from the standpoint of the interaction of various subject areas in combination with the development and application of emergent technologies. Extrapolating the concept of convergence to liberal arts education, we put forward the substantiation of the potential of convergent learning in a foreign language educational process as the goal of this article.

Materials and methods. The leading methods of this study are the analysis of scientific literature on the problems of the development of modern education and the formation of relevant educational paradigms in the field of teaching foreign languages and cultures, as well as the generalization of the authors' experience as teachers of higher school. The choice of research methods and materials (regulatory documents and educational programs) is aimed at revealing the scientific and methodological potential of convergent learning in this subject area.

Results. The article describes the prerequisites for using convergent learning and its functions in foreign language education. The content platform of convergent foreign language education and the organizational and methodological conditions for its design are discussed. The necessity of unity of transdisciplinary knowledge and convergence of information, cognitive, social and pedagogical technologies is emphasized.

Discussion. The authors are confident that convergence in foreign language education can be implemented on the basis of transdisciplinarity and technological convergence within the framework of all types of educational and cognitive activities of students: classroom, extracurricular, research, as well as in the course of teaching practice. The emphasis on the project types of work of students and their quasi-professional activities implies the participation of representatives of the pedagogical community in the development of convergence-based training programs.

Conclusion. The formation of a convergent paradigm of foreign language education reflects a trend towards polyparadigmality that allows its coexistence with other educational paradigms. The result of the syncretism of all educational paradigms is the formation of a tolerant secondary linguistic personality of the teacher, capable of productive cross-cultural and professional communication, as well as independent many-sided pedagogical activity.

At present, convergence acts as one of the modern paradigms of education at various levels;

Convergence in education is a strategy aimed at ensuring the interaction and integration of various subject areas in combination with the use of modern technologies;

Content and linguodidactic characteristics of foreign language education allow to extrapolate the ideas of convergence to this subject area.

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