There are different ways of implementing the “skills approach” in the Russian educational process. This article discusses ways to effectively study the Russian language by using intersubject connections with the study of a foreign language. Following the innovative nature of the modern educational model, when studying the Russian language, as one of the most important subjects of the school curriculum, it is necessary to involve data from other humanitarian disciplines in order to form, first of all, the communicative competence of students. The assimilation of the subjects of the linguistic sphere is very important for understanding any other disciplines since the study of a language develops mental and speech activity, contributes to an increase in the moral, aesthetic and communicative culture of the forming personality, which has a positive effect on the educational process as a whole. Language proficiency in the context of world globalization is becoming a prerequisite for preparing a specialist in any field for the successful implementation of professional activities. This paper theoretically substantiates the possibility of using intersubject connections in the study of Russian (as first) language and a foreign language. In this regard, one of the ways to actualize the intersubject connections between Russian and foreign languages in the study of their lexical systems is considered. The proposed method involves carrying out a comparative analysis of texts written in English and their translations into Russian. This pedagogical technique contributes to the solution of several educational tasks, including expanding the vocabulary of students, gaining skills in comparative analysis, familiarizing with the culture of another people through understanding the peculiarities of their language, familiarizing themselves with linguistic terminology, the system of functional styles of speech, which together contributes to the formation of a whole series competences, first of all, linguistic, socio-cultural and professional, which are components of communicative competence. Using specific material from “The Hobbit, or There and Back Again” by John Tolkien and two of his professional translations into Russian, methods of analyzing specific language units in the learning process are shown, as well as the relationship of these educational actions with the process of forming students’ communicative competence. The implementation of the principle of combining academic subjects into a single integral content provides a versatile meta-subject competence education.