The Development of Intercultural Competence of Secondary School Pupils and University Students

Abstract

Some issues regarding how secondary school pupils’ and university students’ (majoring in English, Chinese) intercultural competence, which are to be developed under conditions of the coronavirus pandemic COVID-19, are presented in the article. The authors review the literature on the education standards alongside some native and foreign scholars’ definitions of the pedagogical phenomenon “competence.” The purpose of the study is to analyze the model of competence under focus. We introduce some learning objectives aimed at developing secondary school pupils’ and university students’ intercultural competence. The problem`s relevance is preconditioned by the expanded intercultural and interethnic ties within Ukraine and other countries, which are to be observed when dealing with representatives of different countries and considered when elaborating the competence-based framework for secondary school pupils and university students. The leading suggestions (findings) related to the study have been given: systematic formation of the intercultural competence of secondary school pupils and university students, improvement of the existing curricula, and syllabi’s adaptation of the educational profession-oriented training programs intended future translators and teachers of foreign languages.

Linguocognitive Conflict of Digital and Pre-Digital Thinking in Online Educational Discourse During the Pandemic: Social Danger or a New Challenge?

“…However, the analysis of the proposed ethnopedagogical models of the formation of communicative competence (Krotik, Morhun, 2021;Martazanov et al, 2021) does not include, paradoxically, a linguistic component, implying that the language is included in the default structure. However, such an omission of the linguistic component in the structure of the educational language discourse devalues the language component itself in the linguodidactic process, sending the formation of the understanding of language as a system to the periphery.…”

“…Social restrictions due to the COVID-19 pandemic, the transformation of the rhythm of society's life, the dominance of the electronicdigital format of learning and communication have changed the requirements for the communicative matrix in the online educational discourse. However, the online educational discourse in connection with the COVID-19 pandemic has changed the paradigm of «student -teacher» communication to the «student -Internet -teacher» format, indicating the competitiveness of digital learning tools and pointing out the importance of ethnosocio-cultural and linguistic-pedagogical components in the process of teaching foreign languages Krotik, Morhun, 2021;Shehi et al, 2020;Ukrainets, 2020).…”

Promoting Azerbaijani Students’ Intercultural Competence through Distance Education of Foreign Languages

“…However, the problem of the formation and assessment of IC in foreign language lessons through using distance education remains theoretically and practically insufficient. Now, there are quite a few studies devoted to the problem of tools for the formation of IC (Krotik, K.V. & Morhun O.O.…”

“…Over time, the Ministry of Education has developed certain documents of conceptual and strategic importance for applying distance technologies in some areas (The Law on Education, 2009). Referring to Krotik and Morhun (2021) the 'Distance learning is a form of education using computer and telecommunication technologies that provide interactive interaction between teachers and pupils/students at different training and self-guided work with information network materials. ' (2021, p. 254) As noted by Hargis (2020), we also hope 'that the lesson learned from the pandemic is not one of holding our breath, treading water and waiting for the routine of 'school' to return.…”

Promoting Azerbaijani Students’ Intercultural Competence through Distance Education of Foreign Languages

“…Referring to Krotik and Morhun (2021) the 'Distance learning is a form of education using computer and telecommunication technologies that provide interactive interaction between teachers and pupils/students at different training and self-guided work with information network materials. ' (2021, p. 254) As noted by Hargis (2020), we also hope 'that the lesson learned from the pandemic is not one of holding our breath, treading water and waiting for the routine of 'school' to return.…”