DESIGNING THE PROCESS OF UPBRINGING THE MULTICULTURALISM OF FUTURE TEACHERS OF FOREIGN LANGUAGES

Abstract

The article reveals the theoretical foundations of designing the process of upbringing the multiculturalism of future teachers of foreign languages, which is based on the scientific method of modeling; the technology of upbringing the field of culture of future teachers of foreign languages has been substantiated, the components of which are structurally, substantively and functionally connected all the components of the polyculturality of an individual: linguoculturological knowledge; polylingual linguistic consciousness; intersocial values; sociocultural tolerance towards representatives of another culture; emotional self-regulation; intercultural communicative competence; cultural activity

A theoretically substantiated structural-content model of the process of upbringing the multiculturalism of future teachers of foreign languages, its constituent blocks: target, represented by a social order, goals and objectives, conceptual, represented by scientific approaches, laws and principles; content-technological, represented by the content of the educational process, forms, methods, technologies, stages and means; criterion-effective, containing components, criteria, indicators and levels of formation. The structure of multiculturalism of future teachers of foreign languages is represented by cognitive, axiological, communicative, self-regulatory and cultural-creative components and the corresponding criteria with indicators of worldview and cognitive (system of linguocultural knowledge; multilingual consciousness; level of knowledge of native and foreign languages); emotional-value (system of value orientations; tolerance as acceptance of the values of another person, another culture; mood for dialogue and cooperation; emotional self-regulation in the process of intercultural communication); motivational and communicative (positive motivation for multicultural development; ability for intercultural communication; ability to choose the style of linguistic behavior in a multilingual environment) activity-reflective: (ability to use technologies of multicultural education; ability for professional and personal reflection, striving for self-education, striving for a profession speech and cultural self-development); linguistic and aesthetic (the formation of aesthetic feelings and interest in domestic and world culture, artistic and aesthetic tolerance; the ability to analyze artistic and aesthetic values, give an artistic and aesthetic assessment of literary foreign language texts). Based on certain criteria and analyzes of the upbringing of future teachers of foreign languages: high (creative), medium (reproductive), low (adaptive).