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The usage of phraseological units 
as a mean of civil identity formation

One of the conditions for the equal access of citizens of a multiethnic state to participation in the economic and social life of the country, regardless of ethnic origin, is their language competence, primarily in the state language. The desire for political and economic integration, free migration of the population also urgently requires the provision of language training at a level that will allow specialists to fully compete in the labor market. The answer to these challenges of the time was multicultural education. The reliance on the elements of national culture acquires particular importance at the advanced stage of teaching the Russian language, when phraseological units of the native and Russian languages are used as one of the means of teaching. The presence of phraseological turns in speech is one of the indicators of a high level of its development. Speech, in which phraseological turns are used, acts not only as a means of communication, but also as a means of expressing thoughts in a figurative form, an emotional attitude to reality. Questions of the comparative characteristics of phraseological units of the Russian and Ossetian languages are still a little studied problem, the study of which is important, both for the creation of a general theory of phraseology, and for linguistic practice and teaching the Russian language to Ossetian students. A comparative analysis of the phraseological units of the languages under consideration allows us to outline a strategy for the methodology of using phraseology as a means of teaching Russian to Ossetian students at a national university, to identify the difficulties that Ossetians face when studying Russian phraseology, and to predict interference. An effective solution to the problems of multicultural education and upbringing is achieved not only through the content of education, but also through the formation and development of critical thinking in students, the use of interactive teaching methods, taking into account the psychological characteristics of the ethnic identity of various ethnic groups, as well as through the observance of the continuity of educational levels and appropriate training teachers.