Utilizing the resources of the intercultural education model in the development of an ethnically oriented textbook for Russian as a foreign language (based on the pedagogical and methodological complex for students from the Republic of Kenya)

The article discusses the implementation of an intercultural education model in the development of an ethnically oriented textbook of Russian as a foreign language for students from the Republic of Kenya. This study aims to identify the mechanisms by which cultural patterns are integrated into the teaching content and their role in the development of students' cross-cultural competence. The provisions of cross-cultural linguodidactics, the concept of secondary linguistic personality, and the theory of patterns describing cultural codes served as the theoretical basis in this study. Elaboration of modern educational models is driven by numerous factors, including interdisciplinarity, pluralism in the application of educational models that take specific needs of the target audience into account and rely on the cognitive-discursive nature of the modern scientific paradigm. Studies on cultural models in education is a special focus within the cultural studies of education and pedagogical cultural studies. Implementation of the cultural model of education is intended to foster intercultural tolerance and humanistic values. Cultural models of education play a special role emphasizing cross-cultural communication as a means of bringing cultures closer together through comparison (i.e. understanding common and distinctive features). Developing a crosscultural model of education, conceptualized as a methodological tool for teaching foreign languages, based on a cross-cultural approach and an ethno-oriented teaching principle, is relevant in linguodidactics. Considering the above-mentioned factors, an analysis of the learning kit created by TSPU specialists for Kenyan students studying Russian at an elementary level was conducted. The kit includes a textbook and a workbook with audio, video, and illustrations generated by neural networks, as well as methodological recommendations for teachers. Data received as a result of a linguistic associative experiment conducted among the target audience - Kenyan students studying Russian - revealed patterns of cross-cultural communication between Russia and Kenya in the minds of potential Russian language learners among the Kenyan natives. Markers of core cultural meanings representing the image of Russia most characteristic for the Kenyan public consciousness were identified. Comparison of the association fields representing the images of ‘Russia’ and ‘Kenya’, has enabled to identify stable semantic dominants that determine the structure of the addressees' cultural perceptions. These data formed the basis for designing the thematic and lexical blocks of the textbook to ensure the cultural relevance of the materials. The article also presents the results of a computer-assisted content analysis of an ethno-oriented textbook, utilizing the Voyant Tools platform. The study revealed the presence of both universal and ethnospecific patterns of intercultural communication integrated into the lesson structure through vocabulary, themes, bilingual proverbs, and bilingual elements. It was identified that the textbook reflects a designed model of cross-cultural communication that relies not only on the enumeration of lexical units but also on the development of semantic connections between them. This ultimately increases personal engagement and motivation and facilitates cultural adaptation for students during their introduction to a foreign linguistic culture. Thus, students not only master vocabulary but also relate it to their own experience and cultural background (especially when universal and ethnically specific components are effectively combined). The study includes an analysis of empirical data obtained through a survey of students at the Center for Open Education (Nairobi, Republic of Kenya). The responses received indicate a high level of positive reception of the teaching material and confirm the existence of a linguodidactic resource that can be used effectively in a multi-ethnic educational environment. Potential pedagogical effects include increased student motivation, greater participation in intercultural dialogue, and the development of skills in interpreting facts from a foreign language culture. The authors declare no conflicts of interests.

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