Pedagogical  framework for poly multicultural education of foreign language students seeking a degree in teaching

Oksana Chaika; Nataliya Chahrak; Marianna Zhumbei; Halyna Apelt; Lilia Kopchak; Anastasiia Litvinova

doi:10.53730/ijhs.v5n3.2618

Authors

Oksana Chaika
oxana.chaika@yahoo.es
National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine
Nataliya Chahrak Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
Marianna Zhumbei Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
Halyna Apelt Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
Lilia Kopchak Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
Anastasiia Litvinova V.N. Karazin Kharkiv National University, Kharkiv, Ukraine

Keywords:

educational methodology, educational package, educational process, educational space, multicultural education, pedagogical education, pedagogical framework

Abstract

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 while intensifying the poly-/multicultural component of education. The main findings result in the contemporary need for formation of a FL teacher’s poly-/multicultural competence regarded as the improvement in foreign language proficiency, basic communication skills in a poly-/multiethnic environment, following the proactive positioning of such teacher.

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