Formation of Student’s Tolerance in Multicultural Environment When Teaching a Foreign Language (KFU Experience, Kazan, Republic of Tatarstan, Russia)

2016 ◽  
Author(s):  
Elena M. Galishnikova ◽  
Tatiana A. Baklashova ◽  
Liliya V. Khafizova
Keyword(s):  
Foreign Language ◽  
Multicultural Environment

scholarly journals Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education

2020 ◽  
pp. 168-175
Author(s):  
Valeriia Shkarlet ◽  
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Intercultural Communication ◽  
Professional Training ◽  
Foreign Languages ◽  
Future Teachers ◽  
Modern Times ◽  
Multicultural Environment ◽  
Language Knowledge ◽  
History Of

The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.

scholarly journals Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Oksana Chaika ◽  
Keyword(s):  
Foreign Language ◽  
Value Chain ◽  
Educational Institution ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Multicultural Personality ◽  
Multicultural Environment ◽  
Pedagogical Framework

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.

scholarly journals ON THE QUESTION OF LINGUO-REGIONAL ORIENTATION OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Vol 14 (4) ◽  
pp. 597-606
Author(s):  
L. Ts. Tarchimaeva ◽  
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Foreign Students ◽  
Language Education ◽  
Local History ◽  
Educational Process ◽  
Russian Language ◽  
State University ◽  
Multicultural Environment ◽  
Regional Component

Abstract. Introduction. The formation of socio-cultural competence in a multicultural environment is an urgent topic of modern foreign language education. The purpose of the research is to reveal the peculiarities of teaching Russian to foreign students in a regional Russian University. Materials and Methods. The object of the research is the method of forming socio-cultural competence in the process of teaching Russian with a linguo-regional orientation. The material of the research is local history texts about the traditions, history and culture of the Buryat people, which are adapted for educational purposes and supplemented by the author’s development of lexical and grammatical tasks. The scientific and methodological material is presented on the basis of a descriptive method of research and analysis of their own pedagogical experience. Results. The scientific novelty consists in the consideration of practical forms of work on the formation of socio-cultural competence, taking into account the national and regional component, using the example of teaching Russian to foreigners at the Buryat state University. The research results in a fragment of a lesson on regional studies developed within the framework of the linguistic and regional orientation of Russian language teaching in the regions of Russia. Conclusion. In the future, the systematic use of local history material in the educational process will expand the productive forms of work on the formation of socio-cultural competence for foreigners who have arrived for a language internship at a regional Russian University. Keywords: Russian as a foreign language, linguistics, national and regional component, linguistics, socio-cultural competence, language training, Buryatia.

scholarly journals Adapting Competitiveness and Gamification to a Digital Platform for Foreign Language Learning

2020 ◽  
Vol 15 (20) ◽  
pp. 194
Author(s):  
Norman Patrick Harvey Arce ◽  
Ana Maria Cuadros Valdivia
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Virtual Environment ◽  
Foreign Language Learning ◽  
Digital Natives ◽  
Digital Tools ◽  
Multicultural Environment ◽  
Digital Resource ◽  
Competitive Activities

Due to globalization growth, learning a second language is a necessity to develop in an increasingly demanding multicultural environment. However, at present we still find that some traditional methodologies are still being applied for teaching, which represents a problem for current students, also called digital natives, because these methodologies should adapt to this digital age of technology and knowledge. To solve this problem, a digital resource for foreign language learning was developed taking into account competitiveness and gamification as bases to motivate students and engage them into the course. The objective of this tool is to improve the processing of theoretical information obtained making use of a virtual environment which has competitive activities and gamification elements such as: obtaining medals for completing tasks, user's progress bar and ranking according to the scores obtained, so that students are motivated and improve their learning. This research seeks to analyze the effects of applying competitiveness and gamification in a virtual environment aimed at foreign language learning. It was found that 81.03% of students are more inclined to use gamified digital tools and also 82.76% of students feel more motivated to learn a second language using this methodology.

scholarly journals Advertising As A Reflection of Culture in Foreign Language Teaching

2019 ◽  
Vol 14 (1) ◽  
pp. 160-195
Author(s):  
Rima Sabaliauskienė ◽  
Gintarė Gelūnaitė-Malinauskienė ◽  
Jūratė Andriuškevičienė
Keyword(s):  
Foreign Language ◽  
Cultural Differences ◽  
Foreign Students ◽  
Language Teaching ◽  
Foreign Languages ◽  
Modern World ◽  
Cultural Aspects ◽  
Multicultural Environment ◽  
Development Of Language ◽  
Teaching Learning

Summary The ability to communicate in several foreign languages, recognize and understand cultural differences and effectively interact in a multicultural environment has become vital in the modern world that faces intense globalization processes. Linguistic and intercultural competences are essential not only for establishing personal relationships with foreigners but also for developing successful business relationships. At the Institute of Foreign Languages at Vytautas Magnus University (hereafter - VMU IFL), Spanish and German languages remain in the top five of the most popular languages among 30 languages available to students. These languages are chosen not only by Lithuanian students but also by foreign students who come to study in Lithuania. Most exchange students who come to study at VMU choose to study the Lithuanian language as well. In addition to the development of language skills in a learning process, the new concept of language teaching / learning, market trends and the great interest of students and the public in languages lead to the development of topics related to culture and intercultural communication and efforts to reveal peculiarities of the new culture in the common European and native country context. Based on the theories of different authors on the connection between culture and language and intercultural differences, the article discusses the possibilities of using commercials (video recordings of advertisements) to get acquainted with the culture in foreign language lectures. A comparative analysis of examples selected from commercials available online and revealing certain cultural aspects of the three countries (Spain, Lithuania and Germany) that allow to understand the target culture better is presented in this article. The aim is to reveal how a teacher, knowing the theories of cultural differences, can use commercials for the development of students’ linguistic and also cultural and intercultural competences.

scholarly journals ACQUIRING EXPERIENCE OF CROSS-CULTURAL INTERACTION IN A MULTICULTURAL ENVIRONMENT OF A MODERN UNIVERSITY

2020 ◽  
Vol 1 ◽  
pp. 100-104
Author(s):  
Anna V. Selkova
Keyword(s):  
Foreign Language ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Interaction ◽  
University Environment ◽  
Cross Cultural Communication ◽  
Multicultural Environment ◽  
Language Classes ◽  
Methods And Techniques

The article covers the issue of acquiring experience of cross-cultural interaction among students in a multicultural university environment. The author distinguishes the notions of “cross-cultural interaction” and “cross-cultural communication”, identifies the criteria for the assessment of the competence of cross-cultural interaction, and suggests methods and techniques of developing skills of cross-cultural interaction and communication at foreign language classes.

scholarly journals Formation of the foreign language training system in the context of its conceptuality

XLinguae ◽  
2020 ◽  
Vol 13 (4) ◽  
pp. 201-215
Author(s):  
Agzam A. Valeev ◽  
Larisa I. Tararina ◽  
Maria A. Khvatova ◽  
Olga O. Shalamova
Keyword(s):  
Foreign Language ◽  
Professional Community ◽  
Training System ◽  
Point Of View ◽  
University Education ◽  
Conceptual Approach ◽  
Multicultural Environment ◽  
Language Communication ◽  
Information And Communication ◽  
The University

Currently, foreign language skills become relevant not only from the point of view of professional necessity but also to obtain the ability to successfully integrate into any multicultural environment in general and the international professional community in particular. In this regard, the article presents the following: A conceptual model of training a foreign language in the university education; The formulation of the main objectives of teaching a foreign language on the conceptual basis; Aspect disclosure of the conceptualization of training a foreign language; Feature description of information and communication support of training a foreign language in a university; emphasis on the opportunity of developing skills in the use of vocabulary in foreign language communication; justification for the use of the conceptual approach to the formation of foreign language activities.

scholarly journals Evaluating the quality of foreign language training based on test translation of culture specific linguistic units

2022 ◽  
Vol 7 (5) ◽  
pp. 88-101
Author(s):  
M. A. Chigasheva ◽  
M. A. Yelizaryeva ◽  
Zh. D. Egorova ◽  
V. V. Belikov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Cultural Differences ◽  
Language Training ◽  
Master Program ◽  
Theoretical Literature ◽  
Multicultural Environment ◽  
Test Translation ◽  
Linguistic Units

The article analyses the quality of foreign language training among international relations students, necessary for professional communication in a multicultural environment, with regards to different historical and cultural backgrounds of the contacting languages. The article aims to provide criteria for evaluating the quality by assessing test translation of culture specific linguistic units with focus on linguistic, social and cultural differences of the source and target languages. The study involves such methods as the analysis of theoretical literature, polling, a questionnaire survey as well as the use of quantifiable data for the analysis and classification of the findings. Fifty-seven MGIMO master program students participated in the study. Authentic specialized texts containing 56 culture specific linguistic units including non-equivalent lexicon and realia, served as test materials. The quality of translation was evaluated according to a 100-point grading scale conventionally used in MGIMO- University. The article summarizes the basic skills acquired during foreign language training as described in Russian and foreign theoretical literature, and analyzes methods for evaluating the levels of expertise. The study proposes and empirically tests criteria for assessing the quality of foreign language training among international relations students. The study found that the quality of foreign language training depends on the proficiency in translating culture specific linguistic units (realia and non-equivalent lexicon) from foreign language into Russian, with regard for social and cultural differences of the two languages. The findings indicate the relevance of the given indices and show the necessity to elaborate clear criteria for assessing the quality of professional foreign language training.

scholarly journals Intercultural communication as the basis for effective teaching of foreign languages

2021 ◽  
Vol 27 (2) ◽  
pp. 168-174
Author(s):  
Elena N. Orekhova
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Effective Interaction ◽  
Social Activity ◽  
Modern Society ◽  
Foreign Languages ◽  
Multicultural Environment ◽  
Intercultural Competency ◽  
Language Communication ◽  
Personal Qualities

The article examines the role and importance of intercultural communication in the process of learning a foreign language at university. Intercultural interaction is viewed as a source of formation and development of professional and personal qualities of students, intercultural competency and interethnic tolerance, as a means of overcoming communication difficulties in situations of foreign language communication. In modern society, in the context of digitalisation, the development of informational and social networks, with the introduction of distance education, intercultural foreign language communication is considered an indispensable part of life and learning. It is characterised by an intensive exchange of information, values and experience, by networking and maintaining contacts, and developing cooperation. Intercultural dialogue allows students to expand their knowledge of cultural characteristics, traditions, etiquette and customs of people living in different countries; to understand and accept the linguistic and cultural diversity of communication partners; to improve their skills and abilities; to use language and speech means, choose strategies and tactics of behaviour and communication in order to achieve mutual understanding and goals following the communicative task and communicative situation. Reliance on intercultural communication in the process of learning foreign languages contributes to the interiorisation of new knowledge, the development of social activity, creativity and mobility of students, increases the motivation to learn a foreign language, inspires the use of new interesting psychological and pedagogic forms in studies and work, allowing effective interaction in a multicultural environment.

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