Abstract
The article deals with intercultural competence, which is relevant in the era of globalization, and the ways of its formation in the process of implementing the model of multilingual education. Intercultural communicative competence is considered as the ability to communicate effectively in different cultural contexts, which has numerous components, including motivation, knowledge of oneself and others, tolerance to the unfamiliar, etc. The purpose of the article is to clarify the content of intercultural competence as a meta-competence that is formed in the process of implementing a model of multilingual education and is important for a multilingual personality. The authors define intercultural competence as an integral quality of a linguistic personality that develops during foreign language learning, emphasizing the inextricable link between a foreign language and the culture of another country. Special attention is paid to the essential characteristics of multilingual education as a pedagogical phenomenon, and the main tasks of the multilingual education model and the practical purposes of its implementation are defined. Key words: intercultural communication, intercultural competence, dialogue of cultures, model of multilingual education, multilingual personality.
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