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Abstract: The authors analyze the modern view of the goals and content of secondary and higher education at the present stage, consider the features of teaching foreign languages for students of non-linguistic specialties, the place of foreign languages in the formation of specialists with competencies required by state educational and professional standards. Currently prevailing methods in education, according to some authors, contribute to the weakening of creative, lateral thinking and do not meet the needs and challenges of modern society. The use of innovative, personally and professionally oriented methods in the system of secondary and higher education is necessary and possible, despite the rigid system framework in the form of class-lesson system or training in the stream at universities. The article presents the technology flipped classroom and shows its advantages in teaching foreign languages: taking into account the individual characteristics of students, building an individual learning trajectory, the ability to learn a foreign language in heterogeneous groups of students, the practical orientation of training, as well as the development of the system of tutoring, teamwork and cooperation among students. The use of this technology for teaching French at the University for students of some economic specialties is particularly interesting. The authors summarize the experience of colleagues who have successfully used the technology flipped classroom in teaching French at universities in Estonia and Latin America. There is an increase in academic performance, increased motivation to learn the French language, more involvement of students in the educational process. The technology flipped classroom has a number of requirements for the level of training of teachers and to equip universities. The authors objectively describe the difficulties of using the technology at the initial stage: the increase in time to prepare for classes, the need for the good skills of using multimedia resources and technologies, possible resistance from colleagues and administration. The authors analyze their own experience gained in the course of teaching French as a first and second foreign language at the University. The positive results of the experimental training are presented such as improving academic performance, increasing the number of students choosing French as a second foreign language, the growth of satisfaction on the part of students identified in the annual survey.