Abstract
The information and digitalization age, the current phase of globalization are changing the way we think about cultures and communities and, as language teachers and cultural trainers, potentially about what and how we teach. Intercultural communicative competence is as needed as ever in today’s world of geo-economic changes, migration, and rising ethnic and national tensions. To prepare future professionals, there have been different efforts in education including the intercultural and communicative components. The essential contradictions in the language and professional training of students, associated with insufficient attention to the issues of interaction of cultures in the content of university curricula, are highlighted. The Map of Intercultural Communicative Competence Formation in Higher Education is developed considering the contents of bachelor and master programmes for Russian and foreign students. The main emphasis is paid to the separate subjects in intercultural communication study. New approaches to the evaluation of the intercultural communicative competence of students in a multicultural environment are proposed, among which a special focus is placed on the need to organize international projects and conduct events in narrow professional fields. Some examples of tasks to assess the competence in cross-cultural communication show practical application and significance of those disciplines for university students in their future career.
Highlights
Modern transfer of the world civilization development from monocentric to polycentric model of the world affects all fields of human activities – economic, political, social, cultural, etc
This paper aims to review and summarize the contents of intercultural communication as a subject to develop a guiding map and to create the tools of intercultural communicative competence evaluation considering the best experience accumulated in some universities of Russia
In our work we used the methods of theoretical research: abstraction and concretization of intercultural communicative competence in higher education [1,2,3,4,5]; theoretical analysis of methods, criteria and quality indicators as well as modeling the cultural picture of the world [6,7,8,9,10,11]; the study of specialized literature on the problems of assessing the intercultural communicative competence [12,13,14,15,16,17,18], as well as empirical research methods based on the experience of assessing the intercultural communicative competence formation and evaluation in some universities abroad and in Russia [19, 20]; a method of expert evaluations of the intercultural communicative competence [3, 4, 12]
Summary
Modern transfer of the world civilization development from monocentric to polycentric model of the world affects all fields of human activities – economic, political, social, cultural, etc. “Both local and foreign students would benefit from gaining a more nuanced understanding of the cultural and linguistic diversity available in the community. Short profile of Russia (what we know about ourselves). Comparison of Russia Cultural Profile with the profile of any country (student’s choice) Personal Cultural Profiles Comparison of Russia with any country by students’ interests in Hofstede’s Cultural Dimensions Lewis Model in details (Linear-active, Multi-active and Reactive) Comparison of Russia with any country by students’ interests Profile of Russia (what we know about ourselves, how we evaluate ourselves). Cultural Profiles (e.g. Russia – Italy, Russia – France). Comparison of e.g. Russia with Italy or Russia with France in Hofstede’s Cultural Dimensions. Lewis Model in details (Linear-active, Multi-active and Reactive) Comparison of e.g. Russia with Italy or Russia with France. Comparative analysis of Russia with students’ native countries (history, geography, art, culture, Culture (definition and depth of understanding ) Level of the Programme
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