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Nowadays, the social status of the English Language as a science’s lingua franca has been accepted and acknowledged everywhere, and if so, postgraduate language education in non-native English speaking countries should be considerably improved, especially, with the view to the sociocultural context of the 21st century international cooperation in terms of Open Education, Open Science and Open Innovations. The paper criticized some traditional models of learning English in tertiary education and insists on the necessity for developing a new learning model of the English Language for the purposes of international scholarly & research communication and in accordance with its sociocultural characteristics as a lingua franca. The research findings related to some important differences in Pan-European & Russian schemas of behavior in scholarly spoken & written communication have led the author, firstly, to focus on the linguo-didactic theoretical and applied nframeworks for researchers’ longlife language education and self-education aiming at improving their bilingual pluricultural competences in English without which their international research carrier would be hardly successful. The author believes that in these frameworks special emphasis has to be put on developing initial and established researchers’ awareness of the existence of particular Pan-European/Euro-Atlantic schemas of behavior in the international world of science which should not be ignored by modern researchers from nonnative English speaking countries, no matter how much these schemas differ from existing national patterns of scholarly production and interaction behavior in the local settings of science communication. Secondly, the paper discusses the necessity for a longlife approach to modern researchers’ multi-level language education and self-education that could innovate research training landscape and provide it with a variety of researchoriented models of bilingual & pluricultural researchers’ education/self-education, each of which can function properly within a particular cycle of tertiary postgraduate education and/or is appropriate enough for a particular type of the researcher, such as the first stage researcher, or the recognised researcher, or the established researcher, or the leading researcher whose research competences have been outlined in the EURAXESS classification of research profile descriptors. And, finally, the paper dwells on the core aspects of language methodology for developing multi-level scales to measure Russian researchers’ bilingual pluricultural competences at the second and the third cycles of higher education and, then, throughout their national and international research carriers.