ПОЛІЛІНГВАЛЬНЕ І ПОЛІКУЛЬТУРНЕ ОСВІТНЄ СЕРЕДОВИЩЕ СУЧАСНОГО ЗВО ЯК УМОВА ВИХОВАННЯ ПОЛІКУЛЬТУРНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ (original) (raw)

ПОЛІЛІНГВАЛЬНЕ І ПОЛІКУЛЬТУРНЕ ОСВІТНЄ СЕРЕДОВИЩЕ СУЧАСНОГО ЗВО ЯК УМОВА ВИХОВАННЯ ПОЛІКУЛЬТУРНОСТІ МАЙБУТНІХ ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ

The article studies educational environment in the light of polyculturalism including multiculturalism in a foreign language instruction environment, first. Second, it is the aspect of polylingualism, which is faced and discussed in the context of educational environment. The educational process in higher education, including cultural and spiritual upbringing from the standpoint of the environmental approach, is a chain of successive actions. It is noted that these include (i) goal setting and determining ways to implement it, (ii) analysis and use of opportunities of the environment, and (iii) selection of necessary educational actions in the environment and with the environment. It is followed that many scholars and researchers study the questions of polyculturalism / multiculturalism along with polylingualism locally and globally. However, very little is discussed in terms of a linguistic, psychological and pedagogical combination that discusses the concepts of 'environment', 'educational environment', 'polylingual environment', and 'poly-/ multicultural environment' altogether as inseparable whole. To this part, an understanding of the 'polylingual educational environment' and 'poly-/ multicultural educational environment' in their combinatory complexity may serve a good ground for setting the enhanced value standards and broadening pedagogical horizons in higher education, especially when it comes to foreign language instruction and teaching and learning languages for specific purposes (LSP), in particular, in foreign language classrooms. The following objectives-(a) definition of polyculturalism and polylingualism under the research, (b) introduction of such concepts as 'polylingual educational environment' and 'poly-/ multicultural educational environment', and (c) specified description of the structural components of the 'poly-/ multicultural educational environment' helped achieve the aim of the research. It is stated that polylingualism and poly-/ multiculturalism are closely linked. In particular, the paper refers in the theoretical part of the literature review to the classification by Horchakova in regards to the structural components of a poly-/ multicultural educational environment. According to the scholar, these include the sociopsychological, pedagogical, and communicative components. Discussing the value of poly-/ multiculturalism in the multinational classroom and highlighting the need in educating poly-/ multiculturally focused foreign language teachers, including teachers of languages for specific purposes, it becomes evident that university is that very educational environment that can ensure driving reforms for enhanced quality in the 21 st century globally changing world.