Poly- and multiculturalism underpinning personality formation of future foreign language teachers

Oksana Chaika; Yana Absaliamova; Volodymyr Marchuk; Ella Dovhaniuk; Andrii Kolesnykov

doi:10.34069/AI/2022.52.04.24

Oksana Chaika National University of Life and Environmental Sciences of Ukraine. https://orcid.org/0000-0002-4317-9456
Yana Absaliamova Kyiv National University of Technology and Design, Ukraine. https://orcid.org/0000-0001-5860-6337
Volodymyr Marchuk Bila Tserkva national agrarian university, Ukraine. https://orcid.org/0000-0002-8692-8656
Ella Dovhaniuk V. N. Karazin Kharkiv National University, Ukraine. https://orcid.org/0000-0002-7646-3015
Andrii Kolesnykov Izmail State University of Humanities, Ukraine. https://orcid.org/0000-0002-8365-7598

DOI: https://doi.org/10.34069/AI/2022.52.04.24

Keywords: polyculturalism, multiculturalism, poly- / multicultural competencies, poly- / multicultural personality, model.

Abstract

Today, globalization has brought together people of different cultural and linguistic backgrounds, thus, forming a poly- and / or multicultural societies, respectively. Forming a poly-/multicultural personality and developing intercultural skills of future foreign language (FL) teachers is extremely important in educational environment. The aim of the study was to identify mechanisms that help form a poly-/multicultural personality of future FL teachers. The research adopted such methods as descriptive, comparative, historical, typological, and statistical for data processing of International Migrant Stock (2020) and National Center for Education Statistics (2000, 2017), with the latter to determine the migration situation in the world, which resulted in modern formation of poly-/multicultural societies.

A comparative analysis found that poly-/multiculturalism differ. Given the generally manifested polycultural trend in Ukraine, structuring method allowed designing a model of polycultural competence for future FL teachers; experimental study allowed discussing the implementation stage of the forming poly-/multicultural competence model for FL teachers. In this vein, the mentioned competence model is proposed for use in order to develop relevant inter-/crosscultural skills and poly-/multicultural personality of FL teacher. The study results confirm the effectiveness of the developed model, which leads to increased poly-/multicultural competencies in communication and performance of future FL teachers.

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Author Biographies

Oksana Chaika, National University of Life and Environmental Sciences of Ukraine.

PhD (linguistics), Associate Professor, Faculty of the Humanities and Pedagogy, Department of foreign philology and translation, National University of Life and Environmental Sciences of Ukraine.

Yana Absaliamova, Kyiv National University of Technology and Design, Ukraine.

PhD in Education, associate professor, Department of Philology and Translation, Kyiv National University of Technology and Design, Ukraine.

Volodymyr Marchuk, Bila Tserkva national agrarian university, Ukraine.

Candidate of pedagogical sciences, teacher, Faculty of Social Sciences and Humanities, department of foreign languages, Bila Tserkva national agrarian university, Ukraine.

Ella Dovhaniuk, V. N. Karazin Kharkiv National University, Ukraine.

PhD, Associate Professor, School of Foreign languages, Department of Business Foreign Language and Translation, V. N. Karazin Kharkiv National University, Ukraine.

Andrii Kolesnykov, Izmail State University of Humanities, Ukraine.

Doctor of Philology, Associate Professor of the Ukrainian Language and Literature Department, Faculty of Foreign Languages, Ukrainian Language and Literature Department, Izmail State University of Humanities, Ukraine.

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