ANALYSIS OF THE LANGUAGE COMPETENCE OF THE NATIONAL GUARD OF UKRAINE OFFICERS

According to the Ukraine integration in the European Union, the NATO integration course and the fact that NGU officers are constantly involved in international cooperation, we analyzed in the article the state of development of NGU officers’ language competence and systematized the results of the state of language competence of NGU officers and key characteristics of the language competence development in officers ass well as readiness of the officers for self-education and for the language competence development. A monitoring study was conducted by surveying NGU officers to determine the current state of language competence development in NGU officers and the attitude of officers to innovative technologies and distance learning technologies in the language competence development. We consider the creation of various conditions for the study to be an urgent problem of training NGU officers. Among them there are organizational, pedagogical, technical, normative conditions; considering of the level of language proficiency of officers and differentiation of training on this basis; improving the content and methods of teaching a foreign language in accordance with the duties and responsibilities of officers, with the specifics of the activities of NGU units; formation of positive motivation in officers to learn the language; providing foreign language practice for officers in daily activities and foreign language environment; multicultural training of officers; DL training for officers. The state of language competence development in officers is outlined with indication of problems of language competence development and emphasis is placed on effective forms of training with a view to developing of language competence components development in NGU officers.

GAME-BASED METHOD IN MULTICULTURAL TRAINING OF SPECIALISTS IN US HIGHER EDUCATION

The aim of the study is to analyze the methods of multicultural training in US higher school. Theoretical research methods have been used as well as pedagogical and historic methods. The stages of formation and development of multicultural education in the USA are the following: stage I – from the 20’s to the first half of the 50’s of the 20th century; stage II – the mid-50’s to the early 80’s; stage III – the beginning of the 80’s to the present day. At present, multicultural education in the USA has the status of state educational policy, which is enshrined in law. National Association for Multicultural Education was established in 1990, later various higher education institutions with multicultural research centers. Multicultural training in higher education includes a variety of learning technologies (problem-based learning, personality-oriented technology, technology of group learning activities, learning technology as research, interactive, information technology, technology of concentrated learning, portfolio technology, etc.), methods (game methods, project method, case method, transition registers, trainings (attributive, intercultural, cultural assimilator), forms (traditional lecture, lecture for two, lecture in the press-conference format, discussion-style seminar, report-format seminar, seminar in the format of extended talk, excursions, tutorials, etc.). Training of specialists for intercultural interaction is carried both in the process of classroom studies, also during practice, independent work, participation in scientific research, various extracurricular professionally-oriented educational activities. Special attention is paid to the analysis of game methods and their important role in multicultural training of teachers, social workers and other specialists.

An Instructional Strategy to Facilitate Pre-Professional Training in Removing Language Access Barriers

Cross-CCCR and responsiveness (CCCRR) is an important aspect of clinical service delivery in speech-language pathology (SLP). Beyond the issue of CCCR, there is also a need to address how professional practices can facilitate justice in traditionally marginalized populations. Limited language access can facilitate inequities and disparities within institutions and systems when it is not considered in clinical service delivery. However, within the field of SLP there is a limited amount of information available on the effectiveness of pedagogical strategies needed to facilitate student CCCR and train SLPs in how to minimize barriers posed by language access. Simulation, using standardized patients, is a strategy from the medical field that has been used for such purposes. There are few published reports on the use of simulation for fostering various aspects of CCCR development among SLP students. Therefore, the purpose of this chapter is to provide an overview of a research project examining the effectiveness of a simulated interpreter encounter for multicultural training.

Technological and pluricultural teacher training for a quality educational inclusion

The present work aims to establish the links that may exist between technological training and multicultural training of teachers with educational inclusion. The research design is non-experimental, explanatory and correlational, with a quantitative method. A reliable and content-validated Likert-type scale has been used. The sample used is 594 subjects, formed by university students in their last year of Primary Education and graduate students (Master of Teacher Training) (University of Jaen, Spain). An exploratory factorial analysis was carried out which validated the scale's construct and which allows us to conclude that greater value is given to foreign training than to national training, and furthermore, little value is given to teacher training as a key to an educational system in accordance with the 21st century. Spearman's Rho was applied, where the significant correlation between the training provided by non-university institutions and pluricultural training can be observed. Structural equation modeling (SEM) concludes by demonstrating the strong relationship between inclusive and pluricultural teacher education, and between the latter and technology, with a weak relationship between technology and general teacher education.

Teacher Leadership Development: Building Bridges not Borders between Israeli Jewish and Palestinian Educators

Teacher leadership development receives considerable attention in many educational reforms across the globe. This article reports on a unique partnership in Jerusalem that brings Israeli and Palestinian educators together to cultivate teacher leaders who facilitate professional communities and support continual improvement in teaching and learning. The research design involves participatory action research and draws on theoretical frameworks of democratic education, productive professional discourse, and authentic intellectual work. Findings focus on the enhancement of multicultural training, increased depth of pedagogical discussions, and improvement in leading teacher learning communities. The conclusions consider the ways in which a few bridges are overcoming both real and perceived borders in a region of persisting cultural tension and conflict, as the teacher leaders and co-authors developed an emerging common understanding of a shared conception of professional practice across three languages, and a growing mutual respect for the ‘other’.