SOCIO-CULTURAL ASPECT OF FOREIGN LANGUAGE TEACHING
DOI:
https://doi.org/10.32782/ped-uzhnu/2023-2-5Keywords:
socio-cultural aspect, communicative competence, multicultural teacher, foreign language, culture of communicationAbstract
In this work there has been considered the socio-cultural aspect of teaching a foreign language to immigrant students in the context of getting to know the country’s culture, its history, socio-cultural traditions, and the peculiarities of the national worldview of the native people. Foreign language teaching is based on the use of a cumulative function, in which language acts as a connecting link between generations, a repository and a means of transmitting non-linguistic collective experience, since language not only reflects modern culture, but records its previous state as well. There are highlighted stages of the formation of socio-cultural competences, which are considered as an opportunity to apply multicultural knowledge, skills and values in the process of intercultural communication in certain specific life situations with the aim of forming a tolerant attitude towards other people. The necessity of training a multicultural educator-specialist to master the relevant socio-cultural competences in order to promote the intellectual growth of students and personality development is emphasized. The future specialist must not only acquire relevant knowledge, but also develop skills and personal qualities for working with students from different social, ethnic and linguistic backgrounds. There has been emphasized the importance of using all technologies of the future work of educators in their own learning: the use of problem methods (intellectual challenge), collective forms of work (cooperative learning), pedagogical support, establishing a positive climate (emotional engagement) in classes. Every specialist working in the paradigm of multicultural education must have a high level of intercultural competence and a culture of communication. It is necessary for a specialist to consider cultural diversity not as a problem and an obstacle, but as a positive moment capable of enriching students intellectually and emotionally, expanding their horizons, and helping them gain new life experience.
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