Магистрант Султанова Г.Ф., к.п.н. Тургинбаева Л.В.,

Региональный социальный инновационный университет, Казахстан

Южно-Казахстанский государственный педагогический институт, Казахстан

THE PROBLEM OF CROSS-CULTURAL COMPETENCE FORMATION WITH LEARNERS IN THE KAZAKHSTAN PEDAGOGICS

Nowadays there is a problem of formation of graduates’ key competences in the Kazakhstan pedagogics. In accordance with many researchers, graduates of educational institutions, possessing extensive knowledge and abilities, can't apply this knowledge and abilities practically. It concerns also a foreign language when the knowledge of aspects of language and the regional geographic facts doesn't provide ability to understand other culture and its representatives. Insufficient mutual understanding of representatives of various cultures leads to emergence of problems in communication, and even often to rejection of other culture, exaggeration of advantages of native culture and shortcomings another. This problem can be solved by formation of cross-cultural competence of the personality.

Topicality of formation of the personality with high level of cross-cultural competence can be defined by a number of the factors connected with formation of information society in Kazakhstan and all over the world. In “A State program of education development for 2011-2020” need of essential changes for an education system in connection with transition to information society, expansion of scales of cross-cultural interaction, emergence and growth of global problems that demands development of such qualities as tolerance, skill to communicate, modern thinking and aspiration to cooperation is proclaimed.

Cross-cultural competence is defined as the ability of individuals and systems to work or respond effectively across cultures in a way that acknowledges and respects the culture of the person or organization being served. Culturally competent youth development workers are aware and respectful of the values, beliefs, traditions, customs, and parenting styles of the audience being served.

There are four levels to these concepts:

“Cultural knowledge” means that you know about some cultural characteristics, history, values, beliefs, and behaviors of another ethnic or cultural group.

“Cultural awareness” is the next stage of understanding other groups – being open to the idea of changing cultural attitudes.

“Cultural sensitivity” is knowing that differences exist between cultures, but not assigning values to the differences (better or worse, right or wrong). Clashes on this point can easily occur, especially if a custom or belief in question goes against the idea of multiculturalism. Internal conflict (intrapersonal, interpersonal, and organizational) is likely to occur at times over this issue. Conflict won't always be easy to manage, but it can be made easier if everyone is mindful of the organizational goals.

“Cultural competence” brings together the previous stages – and adds operational effectiveness. A culturally competent organization has the capacity to bring into its system many different behaviors, attitudes, and policies and work effectively in cross-cultural settings to produce better outcomes. Cultural competence is non-threatening because it acknowledges and validates who people are.

Lynch and Hanson's Developing Cross-Cultural Competence: A Guide for Working With Young Children and Their Families (1998) established that cross-cultural competence is something that we work toward; it is not achieved overnight or in a single workshop setting. Cross-cultural competence is said to replace earlier ideas of cultural sensitivity and awareness, which are often embraced; however, typically, no corresponding action followed a change in individual behavior and no organizational change resulted.

There are three vital ingredients to developing or accomplishing cross-cultural competence. They are:

• Self-knowledge/ awareness,
• Experience and knowledge about a particular culture, and
• Positive change or action for successful interaction with the identified culture.

Six specific methods and techniques for improving cross-cultural relations are as follows: (1) develop cultural sensitivity (being aware of differences); (2) respect all workers and cultures; (3) focus on the individual; (4) value cultural differences (this also involves showing respect); (5) minimize cultural bloopers (embarrassing mistakes); (6) participate in cultural training, including cross-cultural programs and language training; and (7) participate in diversity training, or learning to get along with diverse work associates.

Individuals can measure their cross-cultural competence on a continuum developed by James Mason (1993). The five (5) progressive steps in his continuum are:

1. Cultural destructiveness: The most negative end of the continuum is indicated by attitudes, policies, and practices that are ruinous to individuals and their cultures.

2. Incapacity: The system or agency does not intentionally seek to be culturally ruinous or destructive; however, the system may lack the capacity to assist different cultures of individuals and/or communities.

3. Blindness: At the midpoint of the continuum, the system and its agencies provide services with the expressed intent of being unbiased. They function as if the culture makes no difference and all the people are the same.

4. Pre-competence: Individuals and move toward the positive end of the continuum by acknowledging cultural differences and making documented efforts to improve.

5. Competence: The most positive end of the continuum is indicated by acceptance and respect of cultural differences, continual expansion of cultural knowledge, continued cultural self-assessment, attention to the dynamics of cultural differences, and adoption of culturally relevant service delivery models to better meet needs.

Diversity is reality. We are all connected through the increasing globalization of communications, trade, and labor practices. Changes in one part of the world affect people everywhere. Considering our increasing diversity and interconnected problems, working together seems to be the best strategy for accomplishing our goals. Because social and economic change is coming faster and faster, organizations are understanding the need for cross-cultural competence. We're realizing that if we don't improve our skills we're asking for organizational and cultural gridlock.

There are many benefits to diversity, such as the rich resource of alternative ideas for how to do things, the opportunity for contact with people from all cultures and nationalities that are living in your community, the aid in strategizing quick response to environmental change, and a source for hope and success in managing our work and survival.

Литература:

1. Competence and Spirituality in Community Building http://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/culturally-competent-organizations/main

2. Lynch E. W., Hanson M. J. Developing cross-cultural competence: A guide for working with young children and their families. Paul H. Brooks Publishing: Baltimore, 1998.

3. Mason J. L. Cultural competence self-assessment questionnaire. Portland, Oregon: Portland State University, Multi-cultural Initiative Project, 1993.