Abstract
The study identifies the term intercultural competence and distinguishes its main components. The authors examine the experience of Great Britain in the formation of this competence among schoolchildren in the historical perspective from the beginning of the twentieth century to the present. The study of the main methods used in multicultural classes in Great Britain and in many countries of Europe made it possible to group them according to the components of intercultural competence. In order to identify the level of development of this competence among future teachers themselves, there were interviewed the students of Ulyanovsk State Pedagogical University named after I.N. Ulyanov. The diagnostic assessment was also conducted for British students who showed a significantly higher level of tolerance compared to Russian students. Therefore, it was thought appropriate to refer to the experience of teacher training in Great Britain that has developed a certain system of training future teachers who are ready to work in a multicultural environment. The comparative analysis of the curricula of 15 leading universities in Great Britain revealed a number of features in teacher training, including the development of their readiness to work in a multicultural educational environment. The experience of Great Britain in the formation of intercultural competence among schoolchildren and future teachers made it possible to determine the directions and trends of their development in modern Russian education at two levels: at the level of school education and at the level of higher education related to the preparation of teachers for work in multicultural classes.
Highlights
The current situation in the world, and the increasing conflicts taking place on racial, religious and cultural grounds, lead to the need to review the policies of multinational states with regard to national minorities and their interaction with indigenous ethnic groups, and to pay attention to the full range of problems of intercultural communication that arise in the multicultural environment of the state.We turned to the experience of Great Britain as a country on the territory of which historically coexist both representatives of indigenous ethnic groups - the British, the Scots, the Welsh, the Irish, and migrants from the countries of the former colonies, possessing a radically different culture, customs, religions
This study examines the experience of Great Britain in the formation of intercultural competence among schoolchildren in the historical perspective from the beginning of the twentieth century to the present
Comparative analysis of questionnaires of students of linguistic and non-linguistic specialties showed that the study of foreign languages is not a key factor in the formation of intercultural competence, which suggests that it is necessary to develop all components of intercultural competence comprehensively – the cognitive one by transferring knowledge about other cultures, the functional one - to form intercultural communication skills, as well as the affective component - to form the right attitude to representatives of another culture
Summary
The current situation in the world, and the increasing conflicts taking place on racial, religious and cultural grounds, lead to the need to review the policies of multinational states with regard to national minorities and their interaction with indigenous ethnic groups, and to pay attention to the full range of problems of intercultural communication that arise in the multicultural environment of the state.We turned to the experience of Great Britain as a country on the territory of which historically coexist both representatives of indigenous ethnic groups - the British, the Scots, the Welsh, the Irish, and migrants from the countries of the former colonies, possessing a radically different culture, customs, religions. This study examines the experience of Great Britain in the formation of intercultural competence among schoolchildren in the historical perspective from the beginning of the twentieth century to the present. This historical period was not chosen by chance - it was at the beginning of the 20th century after the collapse of the colonies of the British Empire that the country was flooded with migrants, as a result of which the country's education system had to respond to the changed social and cultural composition of the population. Russia, like most Western countries, has faced problems of changing the national and cultural определить направления и тенденции их развития в современном российском образовании на двух уровнях: на уровне школьного образования и на уровне высшего образования
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