Cross-Cultural Training of Future Foreign Language Teachers in the Context of the Adaptive Approach


Abstract

The author analyzes the features of cross-cultural training of future foreign language teachers in the context of an adaptive approach. Definition of cross-cultural preparation author formulated as an interrelated activity of the teacher and the students in the process of studying particular subjects or subject areas by means of native and foreign languages. This ensures a high level of command of a foreign language, mastering the content of subject-professional, intercultural and linguistic competences. The author found out that in higher education institutions, cross-cultural training is realized through the intercultural component of foreign language, which helps to form in future teachers of foreign languages ​​the idea of ​​dialogue of cultures as the only possible philosophy of existence in modern multicultural communities, as different socially and differently. and religious tolerance and empathy for other cultures. Conceptual models of intercultural competence developed by foreign scholars are based on concepts such as adaptation, assimilation and adaptation. Pedagogical technology, characterized by an adaptive approach, facilitates, minimizes and streamlines the pedagogical work of the teacher, contributes to mastering future foreign language teachers with the necessary professional competences.

Keywords: cross-cultural training, future foreign language teachers, adaptive approach.

References

1. Bondar V., Shaposhnikova I. Adaptyvne navchannia studentiv yak peredumova realizatsii kompetentnisnoho pidkhodu do profesiinoi pidhotovky vchytelia. Ridna shkola. 2013. № 11. S. 36–41. URL: http://nbuv.gov.ua/UJRN/ rsh_2013_11.

2. Zakon Ukrainy «Pro vyshchu osvitu» URL: https://zakon.rada.gov.ua/laws/show/1556-18.Компетенции для демократической культуры. URL: https://rm.coe.int/competences-for-democratic-culture-pdf/1680770738.

3. Kompetentsii dlya demokraticheskoy kulturyi. URL: https://rm.coe.int/competences-for-democratic-culture-pdf/1680770738.

4. Kondratieva O.M. Linhvokrainoznavchyi pidkhid do vyvchennia inozemnoi movy v konteksti polikulturnoi osvity. Zbirnyk tez naukovykh robit uchasnykiv mizhnarodnoi naukovo-praktychnoi konferentsii (m. Lviv, 21-22 serpnia 2015 roku). Lviv: HO «Lvivska pedahohichna spilnota», 2015. C. 111–114.

5. Kravets O.Ie., Svyrydenko I.M. (2016). Vykorystannia adaptyvnoi tekhnolohii na zaniattiakh z inozemnoi movy u VNZ pry vyvcheni suchasnykh norm akademichnoho pysma. URL: http://eprints.zu.edu.ua/22364/1/ ZAKORDON.%20Stattia%202016.pdf.

6. Palchykova O.O. Kroskulturnyi aspekt u suchasnii osviti. https://zavantag.com/docs/2987/index-74460.html

7. Stavytska I.V. (2011). metod dialohu kulturu protsesi vykladannia inozemnykh mov u vyshchykh navchalnykh zakladakh. URL: http://confesp.fl.kpi.ua/fr/node/988

8. Stavytska I.V. (2011). Metod dialohu kulturu protsesi vykladannia inozemnykh mov u vyshchykh navchalnykh zakladakh. URL: http://confesp.fl.kpi.ua/fr/node/988

9. Tsvietaieva O.V., Znanetska O.M. (2019). Adaptyvne navchannia v suchasnii systemi osvity. URL : http://www.ps.stateuniversity.ks.ua/ file/issue_87/31.pdf.

10. Shirin A.G. Stanovlenie nauchno-pedagogicheskoy shkolyi bilingvalnogo obrazovaniya. Nauchnyie traditsii i perspektivyi pedagogiki: Mezhregionalnyiy sbornik nauchnyih trudov. SPb., 2001. S. 18–24.

Author Biographies

Olga Vas. Banit, Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Pedagogical Sciences of Ukraine

Doctor of Pedagogical Sciences, Leading Researcher of the Andragogics Department

Liliya Myk. Baranova, Military Institute of Telecommunications and Informatization

Senior Lecturer at the (Ryiv, Ukraine)

Published
2019-04-25
How to Cite
Banit, O. V., & Baranova, L. M. (2019). Cross-Cultural Training of Future Foreign Language Teachers in the Context of the Adaptive Approach. Adaptive Management: Theory and Practice. Pedagogics, 6(11). Retrieved from https://amtp.org.ua/index.php/journal/article/view/151
Section
2.Management of adaptive processes in educational practice