2021; WISDOM 4(20), 2021: 126–138
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Poly- and/or Multiculturality of Future Teachers in Foreign Language Instruction: Methodological Facet

Oksana CHAIKA*, Inna SAVYTSKA, Natalia SHARMANOVA, Liudmyla ZAKRENYTSKA

Received: 2024-11-12 · Published: 2021-12-24

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CC BY-ND 4.0 This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
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Original title
Poly- and/or Multiculturality of Future Teachers in Foreign Language Instruction: Methodological Facet
Authors
Oksana CHAIKA, Inna SAVYTSKA, Natalia SHARMANOVA, Liudmyla ZAKRENYTSKA
Published
2021-12-24
Licence
Creative Commons Attribution-NoDerivatives 4.0 International
Original
https://doi.org/10.24234/wisdom.v20i4.583

Abstract

The article considers some methodological approaches that underlie the research and study of questions connected to education and cultivation of polyculturality and multiculturality of / with future teachers in foreign language instruction in higher education. In particular, the focuses are with the study and discussion of the culturological and axiological approaches to complement synthesis and analysis, induction and deduction, etc. It is believed that it is philosophy, which seeks to act as a coordinator of interactions between others and their own - the implementation of the subjects’ understanding of their practical value, normative and cognitive behaviors in the general cultural space. To this part, philosophical thinking converges with the social action theories, where the purpose is to create a productive exchange of meanings, values ??and concepts between subjects in an interaction, in which such subjects are seen ‘engaged agents’ rather than ‘puppets’ of the society.
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