Convergence of multicultural and multilingual education 299 in the context of student's foreign language training

Modern conditions of equal interaction of language and cultural systems in the educational space of higher education have identified a new range of problems in the system of students' foreign language training.The most relevant issues are the consistent implementation of the content of multicultural and multilingual education in teaching students a foreign language. The article proposes a way to solve the problem of the conjunction of multicultural and multilingual education. The development and introduction of a multicultural multilingual linguodidactic strategy to students in the practice of foreign language training are considered. This strategy involves the mobilization of the scientific and didactic potential of two areas -multicultural and multilingual education. The theoretical base is the concept of dialogue of cultures and the methodological principle of convergence, allowing to build the logic of the organization of educational activities with the aim of training the individual to intercultural communication in the context of transcultural and translinguistic. Functional linguistic literacy, emotional intelligence and moral culture, sociolinguistic and intercultural mobility are defined as the targets. This strategy makes it possible to strengthen the practice-oriented system of co-learning languages and cultures.The coordination of didactic contexts of multicultural and multilingual education is achieved through the introduction of an informational-cognitive program for the activities of the individual in the context of intercultural communication. The program includes the following algorithm of actions: orientation in a problem situation of a linguistic nature in the process of perception / acquaintance with a language phenomenon in the context of intercultural interaction; conceptual / thematic differentiation and decoding in order to form knowledge about the linguistic features of languages and experience in a multilingual situation; expansion of the information and cognitive space by including the socio-cultural context and the interpretation of linguistic phenomena at the level of interaction of cultures; transfer and integration of acquired knowledge and skills. The article sets forth a number of requirements for the selection and organization of the content of educational material while coordinating didactic contexts of multicultural and multilingual educational practices.

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