(2023) Science and education, 2, 121-126. Odessa.
Liu Yige
Postgraduate Student of the Department of Pedagogy,
The State Institution «South Ukrainian National Pedagogical University
named after K. D. Ushynsky»,
26, Staroportofrankivska Str., Odesa, Ukraine
ORCID ID: https://orcid.org/0009-0000-2743-2100
A CROSS-CULTURAL APPROACH AS A METHODOLOGICAL BASIS FOR THE TRAINING OF FUTURE TEACHERS
SUMMARY:
The article updates the direction of reformatting the educational space of the country in connection with the change in requirements for the professionalism of specialists who are directly involved in foreign language and “foreign-cultural” communication. It has been established that the leading goal of reforming the education system is the “erasing” of cultural and linguistic boundaries between peoples (ethnos, cultures), and the implementation of a cross-cultural approach in the training of specialists contributes to the establishment of a full-fledged dialogue of cultures. The determinant of productive interaction between different peoples (nations, ethnic groups, cultures) is, above all, effective mastery of not only “language” (linguistic, speech, grammatical, phonetic, lexical, syntactic), as well as the so-called “cultural” knowledge, which involves taking into account distinctive cultural artifacts, customs, cultural codes, ethical codes, traditions, peculiarities of worldview and worldview, thanks to which the formation of the so-called cross-cultural competence of a person is possible – a peculiar ability to use the entire arsenal of linguistic and cultural knowledge, verbal / non-verbal tools in various communication situations, to respect differences in worldviews, thinking, rites, traditions, customs of peoples, etc. It was determined that the multicultural educational space is a spatial and subject area of interaction of the subjects of the educational process, which is constructed on the basis of taking into account the invariance of universal human (universal planetary) values in combination with the variability of cultural intentions (ethnocultural worldview, national mental constants, historical and cultural artifacts, culturally determined interpersonal patterns). The multicultural educational space is modeled on the principles of convergence and integration of national and foreign cultural values, ensures the multiplication (“multiplication”) of the individual's spiritual, valuable and cultural wealth by mastering foreign languages as a means of intercultural interaction. Multicultural educational space is a fragment of the multicultural field of society translated into the education system, therefore it ensures the transformation of “environmental” into “individual”. We understand the functioning of the multicultural educational space in general secondary education institutions as a model for creating psychological and pedagogical conditions, algorithms, and technologies for adaptive integration of the student's personality into the multicultural field of society with the help of educational (didactic) mechanisms. It is proven that the cross-cultural approach to the training of future teachers reveals the methodology of the multi-panoramic study of “a person at the intersection of cultures” as an innovative type of personality who adheres to global ethics and is characterized by transboundary thinking that goes beyond the boundaries of one's own culture. According to the cross-cultural approach, a person capable of cross-cultural interaction integrates the projections of different cultures, recognizing both the universality of human existence and the presence of a wide range of foreign cultural forms based on the balance of tolerance of cultural values; chooses a linguistic and communicative strategy, internalizes the values of other cultures without diminishing the significance of his own. The cross-cultural approach declares the “polyphony of cultures” with the simultaneous self-verification of the individual in the national segment of the general culture. The cross-cultural approach in the social (especially educational) sense postulates the priority of developing educational concepts on the basis of cultural-identification metacognitive strategies of interaction with foreign-cultural and foreign-language representatives in the coordinates of comprehensive respect and tolerance for diversity.
KEYWORDS:
teacher, cross-cultural methodological approach, cross-culture, cross-cultural learning, cross-cultural competence, multiculturalism, multicultural educational space.
FULL TEXT:
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