The axiological aspect of training the future foreign language teacher as a mediator of a polycultural space

The article investigates a critical gap in the content of foreign language teacher training, specifically concerning the teacher's ability and readiness to create, maintain, and develop a safe foreign language communicative environment within the multicultural educational space of the modern school, ensuring safety for all subjects of the educational process. In this regard, particular attention is paid to the analysis of the axiological aspects of foreign language teacher training content within the context of fulfilling the social mandate of multinational Russian society for training teaching staff capable of professional activity in the contemporary polycultural school environment and performing the function of a mediator. The aim of the research is to identify a range of problems associated with the modern polycultural school and to explore solutions, one of which is the value-based content of training for future foreign language teachers. The authors examine the concepts of mediation and pre-mediation as one of the most important components in forming a comfortable and safe educational environment. The article is based on a survey of one hundred and fifty future and current language education teachers from different regions of the Russian Federation. The ambiguous and not always positive responses prompted the authors to conduct an in-depth investigation into the axiological aspect of training content in professional linguistic education, leading to the substantiation of the new concept of "pre-mediation" in foreign language pedagogical activity. The authors attempt to examine the phenomenon of mediation from three distinct scientific perspectives: linguistic, cultural, and methodological. The analysis concluded that the phenomenon is deeply interdisciplinary, which allows for strengthening axiological priorities within the orientation of professional linguistic education. It also facilitates the consideration of the "pre-mediation" phenomenon as a tool for the preemptive elimination of potential conflicts within the environment and for creating a safe educational communicative space in a multicultural school. This research enabled the identification and posing of important questions regarding the discrepancy between the methodological concept of "pre-mediation" and the actual situation in the training system for future foreign language teachers and in the practices of current specialists. One of the solutions to the identified problems is an emphasis on the axiological component in professional linguistic education and the training of future foreign language teachers as mediators of the polycultural space in the Russian school. The authors declare no conflicts of interests.

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