Release:Vesntik TSU. Pedagogy. Psychology. 2013
About the author:Lyudmila M. Kozina, Senior Teacher, Department of the English Language, Tyumen State University; firstname.lastname@example.org
Abstract:The article considers the cross-cultural dialogue as one of the pedagogical ways of multi-culturalism development, the actual quality of an individual in modern life. The cross-cultural dialogue is a powerful teaching tool for the education of new multi-cultural qualities of a person, because it develops only in the situation of clash of cultures and it always leads to the new sense meanings. The conflict between cultures in the cross-cultural dialogue is considered as the driving force of the dialogue leading to mutual understanding, and therefore to the formation of new personal meanings. In the proposed three-stage model of the cross-cultural dialogue organization, the aim of which is to begin a sense-building process and actualization of received meanings, the emphasis is given to the role game-dramatization. Role play-dramatization is one of the forms of teaching that encourages the formation of multiculturalism in the cross-cultural dialogue: empathy, tolerance, the ability to take a proactive stance.
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