Keyword: «intercultural competence»

This article examines the development of a multicultural student personality in modern Russian educational institutions. It examines the main approaches and methods aimed at developing intercultural competence in schoolchildren. Difficulties encountered in implementing multiculturalism in schools are analyzed, and solutions to these challenges are proposed. Particular attention is paid to the role of teachers and school administration in fostering tolerance and respect for representatives of different cultures among students.

The relevance of the research is determined by the need to train a new type of teacher capable of acting as a mediator of cultures and a translator of civic values in the context of globalization, growing intercultural tension, and the multi-ethnic nature of the educational environment. Existing approaches to language training in pedagogical universities are insufficiently focused on the purposeful development of students' civic identity in unity with intercultural competence. The aim of the article is the theoretical substantiation, development of the structure and content of the author's original technology for the formation of multicultural civic qualities of preservice teachers by means of a foreign language. The leading approaches to the research problem: systemic (considering technology as an integral set of interconnected components), competence-based (focus on the development of professionally significant competences), and culturological (considering the teacher as a mediator between the child and culture in the dialogue of cultures). The main results of the article: the structure of multicultural civic qualities including motivational value-driven, cognitive, activity-oriented, and emotional-volitional components is identified and described; an integrated technology is developed, represented by cognitive content-based, practical activity-oriented, value-oriented, and evaluative-effective units, ensuring the stage-by-stage formation of the studied qualities (from the motivational-orienting stage to the reflexive-evaluative stage); a criterion-diagnostic toolkit (cognitive, value-driven emotional, behavioral, and reflexive criteria with a three-level gradation) is proposed; a set of organizational-pedagogical, methodological, and personality-oriented conditions for the implementation of the technology is identified. The theoretical significance lies in the integration of language training with the development of civic identity and intercultural competence into a single technological system, where a foreign language acts not as a goal, but as a means of developing multicultural civic qualities. The practical significance consists in the fact that the developed technology has a practice-oriented potential and can be used in the development of curricula, special courses and modules in a foreign language for pedagogical specialties, and the proposed diagnostic toolkit allows tracking the effectiveness of the pedagogical process.

The article discusses the problem of the development of intercultural competence of students of pedagogical training areas in the process of teaching a foreign language. The approaches to understanding intercultural competence in Russian and foreign pedagogy are analyzed. The expediency of using authentic video materials in the educational process of a pedagogical department is substantiated. The main methodological techniques of working with authentic video materials aimed at the formation of components of the intercultural competence of future teachers are described.

The article addresses the problem of preparing student teachers for professional activity in a multicultural educational environment. The relevance of the study is determined by the cultural and linguistic heterogeneity of contemporary schools, the growth of academic mobility, the need for pedagogical support of children who are non-native speakers of Russian and international students, as well as by the requirements of the Federal State Educational Standards for Higher Education concerning the development of universal and professional competences in graduates of teacher training programmes. The aim of the article is to provide a theoretical justification for informal intercultural interaction as a factor in developing preservice teachers’ intercultural competence for work in a multicultural educational environment and to identify the organizational and didactic potential of international friendship clubs in pedagogical universities. The methodological basis of the study includes competency-based, activity-based, cultural and environmental approaches. The study clarifies the concept of an “international friendship club”; reveals the didactic potential of informal intercultural interaction in a pedagogical university; presents the results of monitoring the representation of international friendship clubs and similar associations in pedagogical universities in Russia; and identifies the main problems in organizing intercultural activities. The main results are presented in the form of an activity-based model of an international friendship club as a structurally organized, methodologically supported and regularly functioning platform for modelling educational and professional situations of intercultural interaction. The theoretical significance of the study lies in clarifying scholarly understanding of informal intercultural interaction as an event-based factor in the professional training of student teachers for work in a multicultural educational environment. The practical significance consists in the fact that the proposed activity-based model of informal intercultural interaction can be implemented in any university when designing an event-based format for preparing preservice teachers to work in multiethnic classrooms both in Russia and abroad.

The article provides an in-depth analysis of the influence of ethnocultural and regional affiliation on personality formation in the context of globalization and a multicultural society. The article considers modern approaches to the study of ethnic and regional identity as socio-psychological phenomena, including interdisciplinary perspectives of psychology, sociology and pedagogy. Special attention is paid to the role of education as a key mechanism of socialization, ensuring the formation of value orientations, intercultural competence and social responsibility of students. Empirical research data confirming the interrelation of ethnocultural values, regional identity and personal development are presented, and prospects for the integration of regional and ethnocultural approaches in educational practice are discussed.