ORGANIZATIONAL AND METHODOLOGICAL SYSTEM EDUCATION OF BILINGUAL CULTURE FOR FUTURE TEACHERS OF FOREIGN LANGUAGE
Journal Title: Актуальні питання гуманітарних наук: Міжвузівський збірник наукових праць молодих вчених Дрогобицького державного педагогічного університету - Year 2018, Vol 19, Issue 1
Abstract
In the article theoretical bases of planning of process of education of bilingual culture open up for the future teachers of foreign language in the integral educationally-educator process of pedagogical educational establishment the scientific method of design is fixed in basis of that; creation of the organizational and methodical system of educationally-educator process is reasonable as the multicultural system by the constituents of that functionally constrained inter se structural components of bilingual culture: realization of itself as a subject of two cultures on the basis of linguocultural knowledge, sociocultural tolerance, cross-cultural communicative competence, professionally-communicative abilities that will be realized in the professionally oriented situations of communication and cultivating activity; certain structural-functional model of process of education of bilingual culture for the future teachers of foreign language, her component blocks: having a special purpose, presented by a social order, aim, tasks; conceptual that contains methodological approaches, conformities to law, principles and pedagogical terms; richly-technological, presented by semantic dominants, forms, methodologies and facilities; criterion-effective, that contains components, criteria, indexes and diagnostic tool. The theoretical and methodological aspects of the problem of education of bilingual culture of the future foreign language teachers are disclosed. It is defined that there are changes in the basis of modern transformations, foremost in the field of education, the basic principle of which is preparation of a specialist, who is able to improve the professional qualities, reproduce and extend the vital experience, improve material terms of life of a society and his culture, to accumu- late and create new values. The methodological approaches to forming of bilingual culture of the future foreign language teachers in the integral educational environment of the institution of higher learning are substantiated – civilization- anthropological, culturological, value-synergetic, cross-cultural, person-oriented, competence. In the context of professional preparation of teacher pedagogical qualities of teacher of foreign language are certain: high level of linguistic knowledge and methodical preparation; bilingual consciousness; erudition, high culture; ability to empathy, reflections and tolerance. The features of bilingual personality of teacher-philologist open up: knowledge to it culture and cultures of country of language that is studied; the simultaneous being is in two cultural spaces; feeling itself in measuring of two different sociocultural communities; reflection above a specific two different linguistic society. In the context of pedagogical preparation forms and methods of professional education of future teacher of foreign language are certain within the framework of educational disciplines, pedagogical practice, extracurricular educator work, and also self-education and self-education: days of the English poetry and music, parade of cultures, international kaleidoscope. The best prerequisites for foreign language education are created if the teacher has an experience of intercultural communication. Participation of the teacher in international conferences, competitions and projects, publications in foreign journals, active civic position, advanced training in seminars and courses, meetings of foreign delegations and the experience of an interpreter provide not only linguistic, but also invaluable cultural experience that can be used as illustrations to this or that aspect of the organization of intercultural communication in the classroom. Thus, the modern teaching of foreign languages requires significant changes in the requirements for both professional competencies and the personal characteristics of a foreign language teacher, related both to the reforms in the field of education in general, and to the paradigm shift in foreign language education.
Authors and Affiliations
Victoria DOMINA
Keywords
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