Poly- and/or Multiculturality of Future Teachers in Foreign Language Instruction: Methodological Facet (original) (raw)
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International Journal of Social Science and Human Research, 2021
The article considers the key aspects for implementation of a university program on poly- / multiculturalism for future teachers of foreign languages (FL), teachers / instructor of languages for specific purposes (LSP), lecturers and teachers of translation, aiming at the practical value. The two concepts ‘polycultural education’ and ‘multicultural education’ are differentiated; it is substantiated that more research is required and the clarifications are to be introduced among academics locally and globally as the mentioned concepts and relevant labels in terminology are misused / confused in the research works laid out in Ukrainian and Russian. Next, the course “Poly- / multiculturalism for future teachers of foreign languages” aims at mastering pedagogical innovations in the field of poly- / multicultural education, development of students' ethno-cultural competence and pedagogical creativity, respectively. The purpose of the optional / specially designed is to form students&...
International Journal of Social Science and Human Research, 2022
The article looks at the world as a constantly changing organism, in which global mobility has become the new “normal” for international education, science, and work. The personality of the future teacher of foreign languages appears to start assuming new roles and responsibilities in higher education, and these roles need to meet the society demand in the globalizing world. In this regard, the personality of the of foreign language teacher is the bearer and leader of poly- and / or multiculturalismof the globalized society, which means that without proper training such foreign language teacher will not be able to carry out pedagogical activities effectively in today’s complex socio-cultural conditions. Therefore, one of the important tasks of higher education institutions in Ukraine and outside the country is to expand the poly- and / or multicultural components in the content of higher education, make the requirements much tougher for future professionals in communication, as well...
Foreign Language Teaching: Content of Poly- And Multicultural Education
Zenodo (CERN European Organization for Nuclear Research), 2022
The paper considers foreign language teaching through addressing the issues of quality in education and highlighting the significance of including certain methodologies connected with educating poly-and multicultural personalities in teacher training processes. The mentioned anticipates changes to be made not only to the structure of teaching foreign languages in polyand multicultural education but also to the educational content. Therefore, what is discussed first relates to a huge dilemma on the terrains of Ukraine, neighbouring and some post-Soviet countries in respect of wrong and/or misleading usage of the terms 'polyculturalism', 'multiculturalism', 'polycultural education', 'multicultural education', etc., as well as disconnection of major researches in the clear differentiation among poly-and multicultural education, intercultural and cross-cultural communication and so on. The paper scratches tentatively on the discrepancies identified in the foreign publications of Russian scholars, which might have been built up on verified research data but fail to meet the factual reality as per surveys and questionnaires conducted by independent trusted global agencies. The principal value of the work may associate with the objectives of poly-and multicultural education described in the main body, and a list of expected qualities of a future foreign language teacher who is poly-and multiculturally diverse and ready to face today's challenges in a globalising world.
Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction
International Journal of Social Science and Human Research, 2021
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 promotepol...
International journal of health sciences
The research aims to explore and establish the ways of creating pedagogical framework for (i) popularizing the idea of poly-/multiculturalism, and (ii) forming relevant students' skills and abilities in foreign language instruction; to determine the extent to which the engaging mentoring teacher in the educating role may influence their poly-/multicultural competence. To this end, poly-/multicultural competence is seen prerequisite of a foreign language teacher's professional competence. Experiment is the main method of the research. Assessment of the experiment effectiveness was carried out with the involvement of surveys/questionnaires, conducted in stages, along with observation as a method applied. The obtained data confirmed the key research hypothesis: the pedagogical framework for the formation of poly-/ multicultural competence with students seeking their bachelor’s degree to become teachers of a foreign language connects with mastering two or more foreign languages...
Studying Teacher Education, 2016
ENGLISH: This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education. SPANISH: Este self-study autoetnográfico describe mis interpretaciones de la conciencia de la multiculturalidad, con atención especial a la conciencia del multilingüismo, sobre la base de mis interacciones con 52 estudiantes en el contexto de dos cursos de alfabetización en el transcurso de un año. El self-study autoetnográfico proveyó una manera para focalizar mis reflexiones sobre la práctica y para estudiar los modos en que mi práctica reflejaba un tipo de conocimiento sobre mi rol como educador. Los hallazgos que surgen de las grabaciones en video de mi enseñanza, reacciones escritas de los estudiantes y sus evaluaciones muestran que mis patrones comunicativos con los estudiantes reflejaban ciertos elementos de una sensibilidad por lo multicultural, como mi atención a predisposiciones individuales, prácticas culturales y estereotipos personales. Los hallazgos también parecen indicar que esta sensibilidad por lo multicultural y lo multilingüe interactuaban para reflejar facilitación y simbiosis. La facilitación aparecía fuertemente en mi conciencia de diferencias entre las culturas de mis estudiantes y la mía, mientras monitoreaba mi procesamiento lingüístico. La simbiosis parece emanar del reconocimiento del modo en que mi respuesta a predisposiciones individuales facilitaba mi aplicación de estrategias conversacionales basadas en la retroalimentación. Esto, a su vez, focalizó mi atención a actitudes y comportamientos estereotipados. Algunas de las implicancias para la formación docente multicultural incluyen los beneficios del uso del self-study autoetnográfico para examinar la sensibilidad de los educadores en práctica, al tiempo que determinan el impacto de esta sensibilidad en sus roles docentes en la formación multicultural de profesores. Por extensión, el estudio sugiere que la investigación en self-study autoetnográfico puede proveer lentes adicionales a través de los cuales interrogar percepciones monolíticas de la diversidad en la formación docente multicultural. https://www.tandfonline.com/doi/abs/10.1080/17425964.2016.1143811
ENVIRONMENTAL APPROACH IN HIGHER EDUCATION FOR POLYCULTURALISM IN FOREIGN LANGUAGE INSTRUCTION
Molod i rynok [The youth and market] , 2021
The article studies the environment in general and environmental approach as part of the methodological framework, in particular, in the educational setting. Thus, the concept of educational environment arises as crucial for the research. It is agreed that the poly-/ multicultural environment includes as refers to a variety of cultures and subcultures that surround the individual and the carrier of which s/he is. That is why today almost every other teacher of higher educational establishment and institution is facing a number of questions when they enter the multinational classroom. The literature study displays the importance of space and time organization of the objective world, which would ensure comprehensive personal development of a future foreign language teacher / instructor in a multinational classroom through a new form of dialogue, and according to Halyna Shevchenko, it is the dialogue of cultures. Therefore, the paper aims to prove significance of polycultural / multicultural educational environment for upbringing creative and culturally rich foreign language instructors. Taken the aim, the objectives of the work relate to identification and determination of the specific phenomenon associated with poly-/ multicultural and polylingual environments, on the one hand. On the other, they link with unveiling their roles (those of poly-/ multicultural and polylingual environments) in the constructive life activities of the individual, who chooses to become a foreign language teacher, and teacher of languages for specific purposes included, as an effective means of poly-/ multicultural education of future professionals. The theoretical aspects of the establishment and functioning of the educational environment have been under focus of many scholars and researchers (Lizzio, Wilson & Simons; Hutchinson; Whittle, Whelan & Murdoch-Eaton; Manuilov; Mudrik; Prykhodchenko, Rohanova). However, the focus on the educational environment for growing poly-/ mukticulturalism and polylingualism in a multinational classroom is yet to be studied more profoundly in terms of foreign language instruction, especially instruction of languages for specific purposes (LSP). The needs analysis arises important for methodology of LSP. At the same time, hardly anyone addresses the issues of LSP classrooms in connection with poly-/ multiculturalism as compared to polylingualism.
Poly-Multiculturality in Higher Education: Methodological Level of the Research Concept
International Journal of Social Science and Human Research, 2021
The article looks into the contemporary challenges for higher education in the era of unexpected global turbulences following the processes of globalisation not only in the social, political, economic and financial contexts but also in the educational domain. Multidimensional reality has brought its changes to communication and risen the standards of effective communication much higher than forecast in the previous years. The global developments drive for efficiency in intercultural dialogue, which causes reconsideration of the lingual status of education in multinational classrooms. The burning issues arise more sharply for cross border communication for business and diplomacy purposes. It means that a high demand in the educational market for LSP instructors (LSP – languages for specific purposes) at philology departments in Ukraine and abroad has started moving higher education to become more business oriented and stakeholder and university partnered. That said, it is necessary t...
What is your educational philosophy? Modern and postmodern approaches to foreign language education
2012
The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.