Bulletin of the South Ural State University. Ser. Education. Educational Sciences. 2015, vol. 7, no. 4, pp. 18–25 In the 21 century science and education have become global phenomena. To join the world educational environment Russian faculty need to be fluent in English at intermediate, upper-intermediate, and advanced levels. English for scientific and educational purposes serve several purposes: to strengthen economical, political and cultural ties between the countries; to increase integration into the field of education; to increase the number of international internships; to make reports at international conferences; to publish papers in reputable journals included Scopus and Web of Science; to carry out correspondence with international partners; to develop joint educational programs; to deliver lectures in English to international students. To successfully complete the tasks enumerated above it is necessary to find the optimal mixture of approaches and work out an andragogical model aimed to form faculty foreign language competence for facilitating international cooperation with the leading scientific schools of the world. Though the andragogical approach is widely popularized and thoroughly studied both by Russian [1, 12, 18, 20] and foreign scholars [7, 9–11, 13], it is not quite clear if it can make the educational process aimed at forming faculty foreign language competence for international activities more efficient than the traditional pedagogical means. Unfortunately, there is little research published on the subject [18], and none of the research has focused on the usage of the andragogical approach to the training of faculty as a specific type of learner possessing specific characteristics. This paper will, therefore, aim to explore the potential and possible applications of the andragogical approach in the program of additional foreign language training “Lingva” devised to help faculty increase their fluency in English to participate in international projects and activities. The implementation of andragogical approach into the traditional educational process of foreign language teaching can be one of the possible decisions to increase the outcomes. However, andragogical approach lacks practical application in different social and cultural environments. So, the purpose of this research is to add practical value to the andragogical approach by adjusting it to the needs of the faculty and contextualizing it in terms of personal and professional characteristics of mature researchers. It can be achieved by adjusting the assumptions of andgragy to the educational process for a specific group of learners who are mature people focused on research activities. It will help to organize the language courses for the faculty more effectively in conditions of time limit and high demands of the university administration. Andragogy assumptions, principles, practices Although scientists still can’t agree whether andragogy is an independent branch of science DOI: 10.14529/ped150403