Keyword: «multicultural civic qualities»

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.