The research relevance can be explained by the fact that ethnic pedagogy with its rich traditions and experience in educating young people should serve as a tool in the context of globalization. Pedagogical science will be effective in addressing the values that lie in oral creativity and within customs and traditions of peoples. The study aims to reveal the mechanisms and tools of ethnic pedagogy in a multicultural educational environment. The leading research method is modeling. This method enables us to consider the development of multicultural education as a process of purposeful and conscious mastery of a certain type of multiethnic culture, the formation of which occurs through interethnic integration, social adaptation of the individual in a multinational society, through the knowledge of the cultural layer of the language reflecting the values. The author’s developed model shows the process of formation and improvement of multicultural education in the elements of ethnic pedagogy and methodological provisions of the pedagogical process. The significance of the study lies in the combination of solutions to educational tasks for preservation of human cultural identity, development of tolerant behavior and respect for cultural differences of interethnic integration, development of common and unique traditions, lifestyle, values of nearby peoples.
Keyword(s) : multicultural education
Improving Foreign Language teaching for International Students
The processes of internationalization and globalization are ubiquitous. The growing number of international students in universities prompts the necessity of research into the best ways of teaching and learning the language of a host country. Language is a connecting link of prime importance in building up an efficient and suitable educational environment for an international student in a foreign country. This qualitative study sought to identify the most effective practices of teaching the host language as second language in leading universities of two countries: Germany and Russia. We interviewed ten teachers in each university regarding the specifics of organizing courses to teach the host country language as a second language. Our analysis revealed the difficulties teachers usually face in their work with international students, as well as effective methods and models of teaching international students. We interpret these findings using a framework for English Medium Instruction proposed by Dafouz and Smit (2012).
The use of problem-based technologies in multicultural education of future teachers
Implementation of the Strategic Academic units involves designing effective learning technology. This technology must comply with the conditions of the multicultural environment. In the context of carrying-out a strategic academic unit destined to raise effectiveness of higher education (including multicultural education of future teachers) we refer to StrAU’s recommendations (StrAU’s, 2015). Strategic academic units are understood to mean individual structural subdivisions (schools, departments, institutes, centers of excellence, RECs and others) or their associations (“consortiums”) which are characterized by: effec-tive administration system focused on solving practice-oriented educational, scientific and technological problems. But more often these units are understood only as the structures oriented on solving practical-oriented tasks. The structure itself can neither manage nor solve problems, if it doesn’t have functional content. This content can provide technological filling of the structure that is, filling this structure with definite functional technologies. Now the technologies activating cognitive, developing and creative pro-cesses include the technologies connected with problem definition, problem situation analysis, effective ways of solving practical (including pedagogical) problems (Venguer, 1973), (Davydov, 1986); (Lloyd-Jones, Margetson, Bligh, 1998); (Spencer, Spencer, 1993); (Teodorescu, 2006), (Terenzini, Reason, 2010); (The Engineer of 2020, 2004) and others.
The relevance of the problem under study is determined by the necessity to intensify practical effect of multicultural education within future teachers’ education on the one hand and the absence of algo-rithms of effective use of pedagogical technologies at universities on the other hand. In this respect the aim of the research presented in the article is to define the appropriate algorithm of using pedagogical technologies in multicultural education. The leading method in the problem research is project method which allows grouping the system of active methods and identifying the best algorithm (curriculum) for using problem-based technologies. As as a result of examining different combinations (algorithms) of using these technologies, we established that optimality (effectiveness) of multicultural education at uni-versity can be achieved at the teaching level by progressing from communicative technology to critical thinking technology, then to case-study technology, module learning, project technology, problem-based learning and moderation technology with an expert problem seminar at the end; at the level of study – by progressing from understanding the problem, determining the ways for solving the problem, selecting arguments before discussing the ways of problem solving and summing up at expert problem seminar. The article materials can be useful for pedagogical university teachers.
Features of the Development of Professional, Bilingual Communicative Competence of the Teacher
The article is devoted to the characteristics of professional-communicative competence of teachers in bilingual education. Nowadays the society faces an urgent need to go beyond the paradigm of education, to expand the content not in quantitative, but in qualitative terms. The relevance of this work is connected with insufficient level of elaboration of the technology of improvement of professional-communicative competence of a teacher in conditions of bilingualism. The research objective is to identify and systematize the priority components of bilingual competence, its features, structure on the basis of functional analysis of knowledge resources of professional multifunctional activity of a teacher. The article gives a brief description of communicative-cultural bilingual teacher, considers indicators of bilingual competence, as well as the most appropriate means for its use to improve the quality of the educational process. The leading technologies of the research of this problem are the techniques of mastering the types of bilingual speech activity, the principles of aspect-integrated learning; self-motivation, student-oriented bilingual communication. The article reflected the results of this work, during which teachers gradually mastered the characteristics of bilingual vocational training as important indicators of the quality level of professional skills. The article can be useful for practical professional activity of teachers in secondary schools.