A.Petrikova, T.Kuprina, J.Gallo “Fundamentals of Intercultural Didactics”. –M.: Russian Language
In 2013 in Preshov, Slovak Republic there was published educational-methodical complex
“Introduction to Didactics of Russian Language and Intercultural Communication.” The complex
quickly gained popularity, received and continues receiving very high ratings. Currently, a limited
number of it is used in Slovak Republic, Russia, Armenia, Belgium, Czech Republic, Germany,
Italy, Japan, Poland and Ukraine.
At the moment, the publishing house “Russian Language. Courses” (Moscow, Russia) has published
the second edition of educational complex, called “Fundamentals of Intercultural Didactics”. The coursebook
is accompanied by “Hypertextual Workshop on Intercultural Communication” offered in the CD.
The course-book discusses the didactic fundamentals of teaching Russian as a foreign language
in various types of educational institutions. The idea of learning a foreign language is based on the
cross-cultural paradigm which involves the related language training and culture as the modern
world is a multicultural and multilingual one. We believe that it predetermines the training of students
for living in a multipolar world.
Taking into account the development of the modern education paradigm, the authors’ team offers
their own concept of diversifi cation of the university discipline “Didactics of Teaching Russian
as Foreign Language,” which is refl ected in the course-book, designed for lecturers, students of
gradual and post gradual education.
The course-book consists of six chapters
The first chapter deals with basic problems of didactics of foreign language teaching, the essence
of didactic teaching Russian as a foreign language, its subject and tasks. It describes the types
of didactics and its interrelation with other sciences, the new concept of “intercultural didactics.”
Basic didactic categories, their relationships in the process of foreign language teaching are discussed
in the second section. The third section describes the age levels of students, their learning
prerequisites and individual approach in modern education. In the third section there are some
types of exercises and assignments for students, depending on the predominance of their left-hemispheric
or right-hemispheric modality. The fi rst chapter completes with the description of the tools
of foreign language teaching, types of modern educational complexes.
The objective of the second chapter is to introduce the paradigm of intercultural education,
its components, didactic description of students’ intercultural communication competence. The
lecturers are leaders in the classroom, so it is important to know what professional communicative
competences they should have. The chapter considers causes of communication confl icts in a multicultural
environment and ways to overcome them. Mutual understanding of representatives of
different nationalities, successful communications require the development of competences in the
fi eld of non-verbal communication in a multicultural audience, this issue has also been represented
in the chapter.
The third chapter
The third chapter is devoted to describing the intercultural aspects offoreign language teaching. In European schools the Russian language is as a second foreign language, while there is a clear tendency of increasing a number of students learning it. This chapter describes the basics of the intercultural and communicative method, which is considered at present the most relevant method of foreign language teaching. The chapter presents
training linguistic tools of communication in the aspect of the dialogue of cultures, which is one of the main conditions of multicultural education and development of the student’s identity. Attention is paid to oral and written communication with a perception of foreign language cultural facts.
The fourth chapter describes the current approaches in education, as well as the strategies, methods for their implementation. In this chapter, one can fi nd answers to the following questions: how to prepare for the lesson, design their plans, models and stages of the lesson and how lessons should be organized to motivate students. In the fi fth chapter one can learn about the essence of interactive educational methods and technologies, such as multimedia transformer, blended learning, brainstorming, drama, case study, discussion, portfolio and their application in the process of foreign language teaching.
The sixth chapter deals with the problems of bilingual education. In this chapter, one can consider such topics as: the competencies required for teaching in the bilingual type of schools; the selection of teaching materials for bilingual lessons; methods of implementation of bilingual lessons; assessment of bilingual education. In addition to traditional methods, it is recommended to use
alternative teaching methods in the bilingual classes: IT-technologies, distance learning, interactive tools, role-playing and multicultural guides training.
The material presented in the chapter may be used at some lessons in monolingual schools.In teaching future foreign language lecturers the important role is devoted to teaching practice the time for which is limited, so the course-book presents a variety of professional cases, whichwe hope will help in an unlimited time mode to analyze situations of the educational environment and to fi nd solutions, both independently and in collaboration with the study group. Using case studies as one of the most active and challenging teaching methods, raises learning on a higher and
qualitatively new level.
The Appendices include additional educational materials to help beginners to get teaching skills.