Approaches of multicultural competence

• Studying of multicultural competence of the personality is carried out from positions of the integrative and culturological approach which is expediently combined by activity, culturological, axiological and system approaches.

• The basis of activity approach was defined in works by L. S. Vygotsky, A. N. Leontyev, S. L. Rubenstein. The personality acts as the subject of activity, he is formed in activity and in communication with other people and he defines character and features of course of these processes himself. Such approach assumes that in the center of teaching will be the student – his motives, the purposes, interests, requirements, valuable orientations, i.e. the student as the personality.

• Culturological approach allows the teacher to realize the principle of a culture conformity of education. Education on the basis of the principle of culture conformity is the organization of education as process of an interiorization and development of achievements of culture by the personality.

• Integrative and culturological approach is connected with axiological. A. G. Zdravomyslov who investigate a problem of values noted that the content of values is caused by cultural achievements of society. Valuable orientations act in formation of multicultural competence as driving forces of development of the personality. Socially important universal values: life, freedom and rights of the personality, truth, humanity, beauty, work, Fatherland, knowledge.

• The formation of multicultural competence is considered as social, dynamic, and open system, because it is characterized not only by existence of communications and the relations between its elements, but also indissoluble unity with the environment, society.

Principles of multicultural competence

• The principle of integrity is expressed in general philosophical sense by a formula "whole it is more, than the sum of its parts". In this case this principle makes integrative sense and serves for justification of development of the personality in the system of personality – education – culture – activity;

• The principle of multiculture serves for justification of functioning and interaction of various cultural forms, mechanisms of the relations between representatives of different cultural groups, minority and the majority;

• The principle of purposefulness assumes setting of specific goals and tasks and identifying the direction of work on achievement of goals;

• The principle of a culture conformity is connected with the formation purpose of the "person of culture", combining the high level of a culturological reflection and having multicultural thinking;

• The principle of intercultural communication is expressed in orientation of values of foreign-language culture, in the dialogue interaction providing adequate mutual understanding and spiritual mutual enrichment of representatives of various linguocultural communities;

• The principle of axiology assumes orientation of the student on socially and personally significant values, provides comprehension of value of common cultural knowledge and orientation in its;

• The principle of humanity reflects, first of all, system of viewpoints according to which the person represents the supreme value, which has the right for existence, happiness, worthy life of the person, i.e. cultural tolerance;

• The principle of individualization assumes such organization of educational process, in which the choice of ways, methods of teaching is caused by individual abilities and interests of students (language educational projects).

The stages of formation of multicultural competence

• motivational and objective

• substantial and activity

• productive and evaluative

Motivational and objective stage

• Purpose: creation of the atmosphere as close as possible to natural communicative conditions and intersubject interaction of the teacher and student, development of students' positive motivation to formation of multicultural competence, actualization of the valuable relation to professional activity.

• Content. Diagnostics of level of multicultural competence of students, purposes and motives of the choice of future profession. Actualization of aspiration of the student to personal self-improvement, his need for formation and self-education of multicultural competence. Understanding of the importance of multicultural competence in professional activity and communication. Acceptance of humanistic values: property, love, graciousness, sympathy, responsibility for himself and other person. Formation of a professional orientation of the identity of the student.

• Mechanism of formation: reflection of own activity and behavior, purposes and motives of the choice of future profession.

• Result: steady positive motivation to formation of multicultural competence, deliberate professional orientation of the personality, valuable orientation to professional activity.