English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

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 as teaching foreign languages, in order to enhance quality in the educational and job markets. It is emphasized that the study of poly- and multiculturalism is of good challenge in the post-Sovietic academic geographies. To this point, in the domestic science many scholars and researchers confuse the terms ‘polycultural education’ and ‘multicultural education’; other scholars do not confuse, however, nor stipulate the differences between the poly- and multicultural education; and there are scholars, which use these terms interchangeably, etc., as opposed to foreign researches in the similar domain. With the latter, it is clearly distinguished for what poly- and multicultural education models stand. The research findings identify and group the stages of implementing poly- and multicultural education in universities, which expressly relate to the technology of dialogic interaction by future foreign language teachers and instructors in a linguistically and ethnically diversified class. Polycultural education stresses out the heterogeneity of class, tolerance and respect in communication with one another, cultures and languages; multicultural education specifies the need in differentiation between the own and foreign cultures, ethnic and other specifics by representatives in group / class communication. The technology of dialogic interaction in higher education includes the following implementation stages to educate a poly- / multicultural personality of the future foreign language teacher: (a) motivational and preparatory (at the same time), (b) information-based and organizational, (c) communication-based for in /out-of-class activities, (d) diagnostic and reflexive, and (e) analytical and corrective, where applicable. In conclusion, the implementation of the described stages in the technology of dialogic interaction proves that the designed approach, or model, provides a combination of purposeful, linguistic and cultural practice with cognitive, research-informational, value-oriented, socio-cultural, cultural and artistic-aesthetic activities for heterogeneous and / or ethnically diversified class.

Dialogic Interaction in Foreign Language Instruction and Acquisition: Implementation Stages of Poly- / Multicultural Education