Педагогические науки/2. Социальная педагогика

Omarova Z.K.

Kostanai state university named after A. Baitursynov, Kazakhstan

Current trends in language education

Modern trends in the international community to define the notion of globalization, intercultural communication and cooperation. At the same time, and very negative trends, as chauvinism, nationalism, manifested in aggression and intolerance in intercultural relations are strengthened. Therefore, at the level of interstate associations further strengthening of tolerance based on the multi-cultural interaction are put.

Multiculturalism is one of the characteristics of the modern way of life and style, therefore, there is an objective need for the development of multicultural orientation language pedagogy.

Development of multicultural competence of the university students is one of the ways to achieve intercultural dialogue and multicultural interaction. Multicultural competence does not only reflect the knowledge and skills in the development of relations with other cultures, but also reflects the totality of learning to effectively build their behavior depending on the situation and in accordance with accepted norms and values of society.

The development of education is directly related to the course of political development. Today Kazakhstan aims to enter the TOP 30 most developed countries of the world, which involves improving the quality and competitiveness of higher education in the short term access to the European level [1]. On the territory of Kazakhstan for centuries over 130 nationalities live, so the development of language education based on multiculturalism in the public interest, cultural and linguistic communities and individual.

In our opinion, to solve these important public objectives through the development of language education should be based on the development of multicultural competence. On the European continent, it has become a means of harmonizing relations between representatives of different cultural and linguistic communities, which ultimately led to the formation of a common European space and views of the European cultural heritage and European citizenship. Similar trends are observed in the North American system of education. Thus, the idea of intercultural dialogue as a basis of modern language education mainstreamed in Western pedagogy in the XXI century. In Russia, the principle of teaching foreign languages in the context of the dialogue of cultures was proclaimed in the early 1990s, and found solutions not only in theory but also in practice the Russian language education [2] [3].

In Kazakhstan, the principle of teaching foreign languages in the context of intercultural dialogue based on the idea of Eurasian integration, the Kazakh language education with a multicultural component has a tradition of development within the socio-cultural approach and tradition bilingual communicative competence (in terms of the coexistence of the Kazakh and Russian languages) [4] [5].

The task of forming a multicultural competence of students of the university can be solved in the process of learning a foreign language, because adolescence is sensitive to the development of spiritual qualities of personality, becoming its moral relations.

Multicultural competence enables students to expand the boundaries of understanding the world; develop interpersonal and intercultural relationships based on tolerance; aware of the importance of self-determination of their own national culture; contributes to a global mindset and liberate thinking from negative manifestations of cultural stereotypes.

Formed multicultural competence is characterized by experiences tolerant attitude towards a multicultural society, a predisposition to dialogue between cultures and shaped by his experiences of doing this intercultural dialogue; emotional stability to cultural differences; experience and perceived value relative to the other; empathy; lack of negative cultural stereotypes.

Thus, the formation of a multicultural competence solves the problems of development of tolerant attitudes and empathy among students of different cultures and nationalities together, allows students to engage in professional activities on the basis of subject-subject relations and create a positive outlook on cultural pluralism; promotes the formation of experience of dialogue and cooperation with representatives of different cultures.

The list of used literature

1. Государственная программа развития образования Республики Казахстан на 2011 – 2020 годы

2. Сафонова В.В., Россинская А.Н. Коммуникативно-речевая, культуроведческая и когнитивная направленность процесса стандартизации языкового образования в России, США и Канаде // Вестник Московского университета. Сер. 19. Лингвистика и межкультурная коммуникация. 2008. Вып. 2. - С. 137–156.

3. Школа диалога культур: Идеи. Опыт. Перспективы /под общ. ред. В.С. Библера. - Кемерово : АЛЕФ, 1993 – 204 с.

4. Кожахметова, К.Ж. Поликультурное образование в условиях многонационального Казахстана: сущность и особенности Текст./ К.Ж.Кожахметова/ Сборник докладов.-Алматы, 2000.-С. 83- 91

5. Тлеужанова, Г.К. Роль языка в формировании поликультурной личности Текст./ Г.К.Тлеужанова // Материалы международной научно-практической конференции "Валихановские чтения 8" - Кокшетау, 2003.-С.36-40.