The relevance of the article is connected with the need to develop and implement a model of multilingual education in modern Russian universities. The purpose of the article is to describe the problem field and search for the optimal model of multilingual university education. As a methodology, we use the critical literacy theory on the basis of the works of M. McLuhan, New London Group (G. Kress, M. Kalantzis, B. Cope), and ideas of transhumanism by P. Freire and his younger colleagues and students (R. A. Mora, R. Fortesa et al.). Literacy, understood as multiple literacy in the era of new media, when it is required in relation to the plurality of transmission and reception channels of information, complex hybrid (creolized) texts of a new nature, and the variety of languages in which a modern “world citizen” carries out interpersonal and intercultural communication in real and virtual environment, is revealed as a tool to identify features, goals and values, and practices of multilingual education in a modern Chinese university. As a case study, the experience of Fudan University in Shanghai is analyzed. The following are the fundamental components of the Chinese model of multilingual university education: the introduction of compulsory English language study programmes at all educational levels from high school to baccalaureate, the introduction of a compulsory national English test for all undergraduate students, the opportunity for successful undergraduate students to learn a second foreign language in addition to the English language, the introduction of technologies of translingual education, the creation of multilingual and multicultural environment on the territory of university campuses (enabling foreign students to communicate with each other in their native languages), the formation of a new student identity as a “citizen of the world”, and the ideal of a new comprehensive literacy (“post-literacy”) consisting of professional, translingual, computer and driver literacy.