COMPARATIVE ANALYSIS OF CROSS-CULTURAL COMPETENCE AS A CATEGORY OF MULTICULTURAL EDUCATION

Abstract

The article compares Russian and American approaches to the content of cross-cultural competence and the process of its formation as a category of multicultural education. The focus of the work is devoted to the standardization of the concept "cross-cultural competence" in normative educational documents of both countries. The article establishes and analyzes the causes of the differentiation of directions in pedagogy of the USA and Russia, in which cross-cultural competence is finding the system reflection. This competence is regarded as a General pedagogical category in the American scientific school. The crosscultural competence formation is closely linked to the problems of multicultural communications, with the ability of students to communicate across cultural boundaries in learning. Cross-cultural competence finds scientific justification, especially in areas such as culturally-relevant pedagogy and culturally relevant teaching in American science. In Russian science the formation of cross-cultural competence is actively developed by the methodology of teaching literature. Literature in categories of Russian methodology is regarded as a subject that has ample opportunities for "decryption" cultural codes of "others". The article introduces the models for comparative analysis of works of Russian and foreign literature used in multiethnic classes in Russian schools.