Abstract
The article considers the key aspects for implementation of a university program on poly- / multiculturalism for future teachers of foreign languages (FL), teachers / instructor of languages for specific purposes (LSP), lecturers and teachers of translation, aiming at the practical value. The two concepts ‘polycultural education’ and ‘multicultural education’ are differentiated; it is substantiated that more research is required and the clarifications are to be introduced among academics locally and globally as the mentioned concepts and relevant labels in terminology are misused / confused in the research works laid out in Ukrainian and Russian. Next, the course “Poly- / multiculturalism for future teachers of foreign languages” aims at mastering pedagogical innovations in the field of poly- / multicultural education, development of students' ethno-cultural competence and pedagogical creativity, respectively. The purpose of the optional / specially designed is to form students' ideas about cultural pluralism as an objective social reality and nurture such ideas in support for everyday communication inside and outside the classroom. It is found relevant to single out the following course objectives: 1) to develop poly- / multicultural and ethno-pedagogical competences of students who are training to become FL teachers / instructors, LSP teachers / instructors, translation lecturers, philologists, translators, etc.; 2) to form the students’ ability in future to conduct professional activities in a poly- / multicultural environment, taking into account the peculiarities of the socio-cultural situation of development; 3) to keep developing the students’ ability to use in professional activities the basic development laws of the modern social and cultural environment. It is specified that the course designs the cornerstones by highlighting the relevance in the modern global and educational environment; aim and objectives; the contents; the structure; and the methodology of the course. It is concluded that the research findings contribute to good practices of designing and developing university curricula from a practice-oriented perspective and help bring quality change to the modern educational space.
Highlights
Becoming trendier as it is, the integration of poly- / multiculturalism as a learning component into the university curricula may help enhance quality of the modern education in the connection to its structure and content
The experience of poly- / multicultural communication, based on bringing up tolerance and acceptance of the unique and/or absorbing something new as the universal, can happen in international classrooms, as well as in classrooms of foreign language acquisition / translation, for example; in the classroom, in which a modern teacher / instructor of a foreign language (FL) or language for specific purposes (LSP) taught in a foreign language, may by example demonstrate appropriate attitude and share the vision of respect towards the others, integrity, acceptance of values that are part of others; in which relevant topics are discussed as part of training skills in listening and reading comprehension, writing and speaking in a foreign language [13; 36; 39]
The purpose of the article is to reveal the content of a university deliverable optional course on the upbringing / fostering poly- / multiculturalism for future teachers of foreign languages in the holistic educational process of modern higher educational establishment
Summary
Becoming trendier as it is, the integration of poly- / multiculturalism as a learning component into the university curricula may help enhance quality of the modern education in the connection to its structure and content. Of pivotal importance is designing and implementing curricula to train high-class specialists in foreign language instruction and that of languages for specific purposes provided that the courses are delivered in a language other than the mother tongue. It is a combination of hard skills and soft skills for the 21st century, which may help educate future leaders in their respective areas [21; 27; 31]. The experience of poly- / multicultural communication, based on bringing up tolerance and acceptance of the unique and/or absorbing something new as the universal, can happen in international classrooms, as well as in classrooms of foreign language acquisition / translation, for example; in the classroom, in which a modern teacher / instructor of a foreign language (FL) or language for specific purposes (LSP) taught in a foreign language, may by example demonstrate appropriate attitude and share the vision of respect towards the others, integrity, acceptance of values that are part of others; in which relevant topics are discussed as part of training skills in listening and reading comprehension, writing and speaking in a foreign language [13; 36; 39].
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