Oksana Chaika (Čajka)

National University of Life and Environmental Sciences of Ukraine, 15, Heroyiv Oborony St., Kyiv 03041,Ukraine

DOI : https://doi.org/10.47191/ijsshr/v5-i8-36

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ABSTRACT

The paper considers foreign language teaching through addressing the issues of quality in education and highlighting the significance of including certain methodologies connected with educating poly- and multicultural personalities in teacher training processes. The mentioned anticipates changes to be made not only to the structure of teaching foreign languages in polyand multicultural education but also to the educational content. Therefore, what is discussed first relates to a huge dilemma on the terrains of Ukraine, neighbouring and some post-Soviet countries in respect of wrong and/or misleading usage of the terms ‘polyculturalism’, ‘multiculturalism’, ‘polycultural education’, ‘multicultural education’, etc., as well as disconnection of major researches in the clear differentiation among poly- and multicultural education, intercultural and cross-cultural communication and so on. The paper scratches tentatively on the discrepancies identified in the foreign publications of Russian scholars, which might have been built up on verified research data but fail to meet the factual reality as per surveys and questionnaires conducted by independent trusted global agencies. The principal value of the work may associate with the objectives of poly- and multicultural education described in the main body, and a list of expected qualities of a future foreign language teacher who is poly- and multiculturally diverse and ready to face today’s challenges in a globalising world.

KEYWORDS:

multiculturalism, polyculturalism, teachers of foreign languages, FL teachers, polucultural education, multicultural education

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VOlUME 05 ISSUE 08 AUGUST 2022