Understanding translingual and transcultural contacts in the modern international educational landscape is crucial for both language research and teaching foreign languages. This study examines how translingual phenomena may influence students' development of linguistic worldview across multiple languages and cultures, based on the example of perception of such a seemingly universal and objective category as color terms. It specifically focuses on the ways in which language learners navigate color terminology and concepts across linguistic boundaries, demonstrating the complex relationship between native and target languages in the educational context. The study employed both general scientific methods and linguistic research, including descriptive, comparative, systemic, and contrastive analysis as well as associative experiments that reconstruct fragments of students' linguistic worldview. The sample size included students speaking 15 different languages belonging to different language families, examining how understanding and use of color terms evolved through language learning.

Key findings reveal that translingual connections between color-related stimuli are able to demonstrate how the interaction between students' native and foreign languages creates diverse cognitive perspectives on color perception and designation. In the context of preserving culturally significant information, color terms are naturally integrated into students' communicative activities. The results show that as students' linguistic worldview becomes partially standardized through reduced lexical valency, it also develops unique individual and national characteristics influenced by the expansion of their multilingual vocabulary.

The results contribute to understanding of how language learners develop new semantic connections beyond established national cultures, transcending traditional linguistic and value-based determinations. This knowledge is particularly relevant for educators that are working in multicultural groups and developing inclusive language teaching methodologies.

Keywords: Translingual phenomena, translingualism, semantics, inclusivity, cross-cultural communication.