This article is devoted to the issue of using various technologies and approaches to teaching in the linguistic educational process of a modern pedagogical university, describing their characteristic qualities and features, comparing and comparing related areas in the methodology of teaching native / non-native / foreign languages. In particular, the authors of this article, differentiating the statuses of the languages studied (native / non-native / foreign), describe the didactic features of two related approaches: integrated language teaching and professionally oriented teaching of the Russian language as non-native / foreign at non-linguistic faculties of the university, while highlighting common, similar signs of these approaches. The authors of the article also substantiate their choice in favor of subject-language integrated learning.