Keyword: «intercultural cooperation»

The article discusses the major milestones of entering "Russian text" in the cultural area of China. The focus is on contemporary cross-cultural relations between Russia and China. The experimental results of sociological research and the experience of the introduction of scientific achievements in the educational process.

The article analyzes the experience of the Academy of the Federal Penal Service of Russia in implementing an additional educational program to improve the language proficiency of the Academy staff. The need for this training is due to the cooperation of the Academy with foreign partners, representatives of penitentiary systems of foreign countries. The Academy's employees take an active part in international conferences on the problems of penitentiary practice, which requires a high level of formation of communicative competence and competence of intercultural cooperation, skills in presenting research materials in a foreign language. The implementation of such programs not only contributes to the formation of universal and professional competencies of employees, but also creates a positive image of the Academy, increases its competitiveness.

The study is aimed at highlighting the issue of interaction between a teacher and foreign students in the process of forming the readiness of foreign students for intercultural cooperation, which is especially important in the multicultural educational environment of a university. In addition, experience of intercultural cooperation in terms of multi-dialogue of cultures is important for future specialists to realize their professional potential. The aim of the study is a theoretical and practical justification of the need for pedagogical support for the formation of foreign students' readiness for intercultural cooperation when teaching Russian as a foreign language. Theoretical methods were used for the work (study and analysis of pedagogical, methodological literature, materials and publications in the pedagogical and journalistic press on research issues, as well as concretization, analogy and analysis of the pedagogical experience of universities). The results of the study reflect the principles of organizing pedagogical support for the formation of foreign students' readiness for intercultural collaboration; expand the understanding of the specialized content of foreign students’ education; show that it is important to show the value significance of the intercultural education for the development of a foreign student’s personality and his/her formation as a future specialist, therefore, the teacher needs to ensure that foreign students understand the intercultural character of education by determining of the intercultural situation when learning the profession, and reflection on the concepts of socio-cultural activity, knowledge of the content of intercultural education and methods of enhancing socio-cultural work. The theoretical significance of the study lies in the fact that its results complement the theory and methodology of teaching Russian as a foreign language in the aspect of preparing foreign students for intercultural cooperation. The practical significance of the research lies in the development of alternative means of teaching Russian as a foreign language in terms of preparing foreign students for intercultural cooperation in the system of higher professional education, taking into account the author's interpretation of the research concept and the variability of methodological techniques. As a result, in the process of teaching Russian as a foreign language using the means of social and cultural cooperation, the personality of a foreign student is transformed and acquires variable abilities through the implementation of intercultural activity methods.