Polycultural personality. Fundamental studies Formation of a polycultural personality

The relevance of the research topic is due to the following factors.

First, the peculiarity of modern society is the rapprochement of countries and peoples, strengthening their interaction, the globalization of the world as a whole. The positive nature of the development of the process of cultural globalization, which affects all parties to the life of modern society, largely depends on how in the system of higher education will address the training of students - future specialists to multi-level interaction within a varied spectrum of intercultural communications.

Globalization with its contradictory phenomena, which has a tendency to strengthen, put forward a priority task before education - the preparation of future specialists in professional activities in the conditions of a polycultural environment, the formation of skills to communicate and cooperate with people of different social groups, nationalities, religion. Therefore, the problem of the formation of a polycultural personality capable of looking and finding ways to resolve sociocultural friction, tolerance becomes becoming increasingly relevant.

Speaking about the policulture as the ability to conduct a dialogue, to understand a person of another culture, to perceive him as it is, to support him in a critical situation, and as well as the possibility of enriching his culture, when, understanding the other, enriches himself, it can be argued that it is a polyculturity that Personality is one of the effective means of opposition to the negative consequences of globalization, a mitigating factor in globalization processes.

Secondly, professional training carried out in the framework of the highest professional educational institution must pursue the purpose of acquiring the future specialist of the social sphere of professionalism in a broad sense, i.e. To be learned to absorb not only the professionally necessary knowledge and skills, but also on the formation and improvement of professionally significant personal qualities, which are inalienable components of the professionalism of a specialist. In this regard, the formation of a polycultural personality occupies a significant place in the preparation of a qualified specialist.

At the same time, the modern educational process of the university is still traditional and does not have sufficient potential to solve this problem. One of the reasons for this is the absence of a holistic concept of the formation of a student's polycultural personality in the educational process by means of training items. But there is a combination of philosophical, psychological, pedagogical ideas that are able to become the basis for creating a complex of conditions for the effective formation of the multicultural personality of future social specialists in teaching a foreign language.

The problem under study in certain aspects finds its theoretical and methodological substantiation in the works of many modern scientists.

Analysis of works M.M. Bakhtina, B.C. Bibler, C.JT. Frank, Z.A. Malka, M.S. Kagan, Yu.M. Lotman and others allows us to understand the leading role of culture as a factor that gives the value of life raising tolerance and stimulating self-development.

To understanding the essence of the phenomenon of the polycultural personality, we are supposed to be the ideas of N.K. Roerich about "benefactor synthesis", under which the "unity of cultures" is understood, creating the beneficial cooperation of people, the view of Ya.A. Komensesky about the need to form students to live in peace with others, carry out mutual responsibilities, respect and love people, works by A.J. philosophers Toynby, Yu.V. Yakovtsa on the integrity of the cultural and historical development of mankind and the presence of some similar principles of the functioning of cultures of different peoples. The allocation of individual, original cultural worlds, attempts to answer the question of the nature of the interaction between them largely led to modern approaches to the determination of polyculturity and policultural education. At the heart of these theories - the ideas of the uniqueness and the uniqueness of each culture and the need for a dialogue between them.

Relying on the study of psychologists, we can comprehend the formation of the personality polyculturity as spiritual and practical activities aimed at comprehending the truth, entering the culture (JT.C. Vygotsky, A.N. Leontyev), cultural change of the personality itself (V.D. Shadrikov) .

The value of communication, dialog interaction in the formation of a polycultural personality was considered on the basis of works by B.G. Ananeva, A.G. Asmolova, C.ji. Bratchenko, M. Bober, M.M. Bakhtina, B.C. Bibler. Provisions MM Bakhtin about a person as a unique world of culture, which joins interaction with other personalities - carriers of an individual culture, creating itself in the process of such interaction and affecting others, contribute to the most complete understanding of the essence of the phenomenon of polyculturity.

Theories of personality-oriented education (E.V. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya, etc.), the provisions of humanistic pedagogy on pedagogical communication as free, spiritual, cultural interpersonal interaction are largely important for disclosure. NB Krylova, Z.A. Malkova, S.D. Polekov), ideas for the formation of the humanistic oriental identity (C.JT. Rubinstein, B.G. Ananiev, A.A. Bodaliev, L.I. Bogovich, . At. Platonov, etc.)

The scientific works on the integration of the cultural component in the process of learning a foreign language of domestic and foreign researchers (M. Bayram, M. Bennett, K. Grant, V.V. Safonova, P.V. Sofafova .P. Halyapina, etc.)

Issues of implementing a personal-oriented approach in learning a foreign language, as well as the formation of a polycultural language personality paid much attention in the works of domestic researchers (I.L. Bim, I.A. Winter, E.I. Passs, G.V. Rogova, . In. Safonova, P.V. Sysoev, L.P. Khalyapina, etc.)

Ideas of pedagogy self-development developed by L.N. Kulikova, N.G. Grigorieva, namely, a look at the self-destruction of the person as a process of the all-life-producing human disposal, due to the building of the worldview and the value system, is invaluable to understand the mechanisms for the formation of a polycultural personality.

Comprehend the need and relevance of the formation of the polycultural personality of social specialists help the work of S.B. Yipalnova, PA. Winter, E.R. Yarskaya-Smirnova, GSh. Citkipova, V.D. Alperovich. The process of becoming a social worker as a professional analyzed by V.G. Bocharova, I.A. Winter, P.D. Pavlek, A.M. Panov, L.V. Topchim, E.R. Yarskaya-Smirnova. The analysis of the works of the listed authors allowed us to conclude that, thanks to the formation and consolidation of such qualities as empathy, tolerance, openness in communication, emotional sustainability, a social worker can more effectively carry out professional activities.

Basic works for this study are scientific works on the polycultural educational space V.P. Borisenkova, O.V. Gukalenko, A.Ya. Danshpoka, G.V. Palatkina, V.V. Makayev, Z.A. Malkow, L.L. Supboy, GD. Dmitriev, about ideological foundations of polycultural education in the modern world A.N. Gurinsky, theoretical foundations of the polycultural education and the formation of the polycultural personality L.V. Kolobova, Yu.S.

Davydova, A.A. Radiaeva, O.V. Gukalenko, pedagogical conditions of polycultural education R.I. Baichorova, the ideas of polyculturity in the educational process of the university A. Belogurov, the polycultural landmarks in the formation of a dautte house, in which the polycultum is a powerful tool for creating a favorable, humane social climate, which contributes to the harmonization of the relations of representatives of various civilization titles and cultures.

It should be noted that the process of forming the multicultural personality of students - future social specialists was not subject to a special study. The analysis of scientific works has shown that at present there is no uniform opinion on the phenomenon "The Polycultural Person", not given a capacious and exhaustive definition, there is no commonly recognized structure of the polycultural personality of a social sphere specialist, the possibilities of a foreign language are not fully defined in the formation of polyculturity.

Thus, today there has been a certain contradiction between the cultural personality of a specialist of the social sphere, which is able to and ready for full interaction with representatives of various cultural groups in the framework of the fulfillment of professional duties, and the insufficient development of pedagogical conditions that contribute to the successful formation of a specialist personality. Social sphere in training in a foreign language in high school.

The problem of research is that, on the one hand, there are a social and pedagogical need for such an education, which ensures the effectiveness of the process of forming the policultural personality of social workers, and seriously bore in science, and on the other - there is no holistic pedagogical concept, the pedagogical conditions have not been developed To ensure the effective formation of the polycultural personality of social specialists in teaching a foreign language in high school.

Taking into account practical significance and at the same time, the lack of theoretical development of the problem was determined the topic of study: "Formation of the policultural personality of specialists of the social sphere in teaching a foreign language in the university."

Object of research: educational process in high school.

Subject of research: The process of forming the multicultural personality of future social specialists in teaching a foreign language in high school.

The purpose of the study: to disclose the essence of the process of forming the multicultural personality of future social specialists in teaching a foreign language as a psychological and pedagogical phenomenon, to develop and experimentally check the complex of pedagogical conditions for increasing its effectiveness.

Based on the purpose of the study, we defined the following tasks:

1. Determine theoretical and methodological prerequisites for researching the problem of forming the multicultural personality of future social specialists in teaching a foreign language in high school.

2. To clarify the essence of the concept of "polycultural personality", to determine the structure, criteria, indicators and levels of its formation.

3. To identify the pedagogical opportunities for the use of a foreign language in the formation of students' polycultural personality.

4. Scientily substantiate a set of pedagogical conditions that ensure the effectiveness of the process of forming the multicultural personality of students - future specialists of the social sphere.

In accordance with the object, the subject, the purpose and objectives of the study, the following hypothesis was put forward:

The policulture is one of the main professional characteristics of a social specialist, which allows him to effectively carry out his professional activities in the cultural diversity of society.

One of the sources encouraging and intensifying the process of forming the multicultural personality of future specialists of the social sphere is a foreign language. Accounting and implementation of such principles as a dialogue of cultures, bilingual training, independent search and research activities, interactive interaction with representatives of the policultural world, training in the conditions integrated into the educational process of the natural polycultural language environment allow you to most effectively implement the process of forming the multicultural personality of students.

The process of forming a multicultural personality of future social workers in teaching a foreign language will be held more successfully and efficiently when implementing the following pedagogical conditions:

1) the proper selection of the theme and structuring of the content of educational material in a foreign language on the basis of a socio-cultural approach and the principle of professional orientation;

2) the use of interactive forms and methods in the learning process (discussion, role-playing, dramatization, presentation, Internet communication, design technologies);

3) humanization of the interaction of subjects of the educational process: the interaction of the teacher and students on a dialogue-based basis, in the framework of cooperation and creation.

The methodological basis of this study is:

Philosophical ideas about the multigid phenomenon "Culture" (M.S. Kagan, M.M. Bakhtin, V.M. Interheev, Ji.h. Kogan, N.K. Rerich, G.P. Lyzletsov, Yu.M. Lotman , Yu.M. Reznik, etc.);

The ideas of "dialogue of cultures" and the concept of polycultural education (M.M. Bakhtin, BC Bibler, M. Buber, K. Yaspers, M.S. Kagan, V.P. Borisenkov, O.V. Gukalenko, A.Ya. Danilyuk , G.V. Palatkina, V.V. Makaev, Z.A. Malkova, Ji.jl Suprunova, GD Dmitriev, A.N. Giurinsky, etc.);

Psychological and pedagogical foundations of social work as a scientific theory and professional activity (EI Holodova, G.P. Medvedev, I.A. Winter, Ji.B. Topchy, V.Sh. Maslennikova, E.R. Yarskaya-Smirnova , O.Yu. Makarova, P.Ya. Zittikilov, V.D. Alperovich);

Theoretical foundations of a personal-oriented, sociocultural approach, communicative directions in language pedagogy (V.V. Safonova, P.V. Sysoev, I.L. Bim, I.A. Winter, G.V. Elizarova, E.I. Passs , I.I. Khaleeva and DR-);

Concepts of the polycultural language personality (L.P. Khalyapina, P.V. Sysoev, L.V. Kolobova);

Positions of humanistic pedagogy, pedagogy self-development in understanding pedagogical communication as a free, spiritual, cultural interpersonal interaction (Z.A. Malkova, L.N. Kulikova, N.G. Grigoriev).

To implement the purpose of the study, the following research methods were used to solve the tasks and verification of the initial theoretical provisions: theoretical (analysis of philosophical, psychological and pedagogical, methodological literature on the problem of research); empirical (observation, survey, testing, pedagogical experimental work); Mathematical statistics methods (parametric T-stunt criterion, tabular and diagram interpretation of data).

The main scientific results were received personally by the author, their scientific novelty is as follows:

The concept of "polycultural personality" is clarified;

The structural components and criteria for formation of polyculturity (cognitive, motivational and affective and behavioral) are defined.

The pedagogical conditions for the successful formation of the multicultural personality of future specialists of the social sphere are scientifically substantiated and confirmed;

It has been proven that the introduction of a special course "overcoming misunderstanding in the Policy World" and the study manual "Social work: What does this mean?" Social work: What does this mean? " It has a positive effect on the process of forming the polycultural personality of future social workers.

The theoretical significance of the study is to systematize scientific ideas about the process of forming the multicultural personality of future social specialists in teaching a foreign language; the substantiation of structural components and criteria for formation of polyculturity (cognitive, motivational-affective and behavioral); Allocation of the principles actualizing the pedagogical possibilities of a foreign language in the formation of the multicultural identity of students (dialogue of cultures, bilingual training, independent search and research activities, interactive interaction with representatives of the policular world, training in the conditions integrated into the educational process of the natural policular language environment).

Practical significance is that we have developed pedagogical conditions intensifying the process of forming a field personality of future social specialists in teaching a foreign language, criteria and rates of formation of a multicultural personality are identified. The results obtained during the experimental work can be used:

In the development of didactic and methodological materials in the process of learning a foreign language of students of higher educational institutions;

In the use of special course "overcoming misunderstanding in the policultural world" and the study manual "Social work: what does this mean?" In practice practice, not only at the Social and Humanitarian Institute of the Far Eastern State University of Payments, but also in other universities engaged in the professional training of social specialists.

The reliability of the study is ensured as follows: the study methodology, which is based on the synthesis of philosophical, psychological, pedagogical provisions; adequacy of research methods goals and objectives; used methods of data statistical data; The author's participation in experimental work that confirmed the legitimacy of the hypothesis extended.

In connection with the study of the designated problem, the following provisions are made:

1. Personality polyculturity is one of the main professional characteristics of a social specialist, allowing him to effectively carry out his professional activities in the cultural diversity of society.

The polycultural personality is a person who perceives itself as a subject of a culture polylog, which has an active life position, which has a developed sense of empathy and tolerance, emotional sustainability capable of productive professional activities in the cultural diversity of society.

The prerequisite for the formation of the multicultural personality of the future specialist is to understand its essence as a set of cognitive, motivational-affective and behavioral components.

2. The main criteria for the formation of a multicultural personality are: cognitive (knowledge of culture as a social phenomenon, on the trends in the development of the modern policular world, the idea of \u200b\u200bthe polylogging of cultures as the only possible philosophy of existence, the specifics of social work, awareness of its own multicultural affiliation), motivational and affective ( The manifestation of empathy, tolerance, emotional stability, humanistic orientation) and behavioral (the ability to apply adequate means in solving professional problems of interaction with people, the ability to remove tensions in relationships, conflict resistance).

3. A foreign language has the necessary potential in the formation of the multicultural personality of future specialists. This potential will be fully implemented if the following principles are taken into account: the principle of the dialogue of cultures, bilingual training, independent search and research activities, interactive interaction with representatives of the policular world, training in the conditions integrated into the educational process of the natural policultural language environment.

4. A complex of pedagogical conditions contributing to the effective formation of the multicultural personality of future social specialists includes:

1) proper selection of themes and structuring of the content of educational material in a foreign language based on a socio-cultural approach and the principle of professional orientation;

2) use of interactive forms and methods in the learning process (discussion, role-playing, dramatization, presentation, Internet communication, project technologies);

3) humanization of the interaction of the subjects of the educational process: the interaction of the teacher and the student on a dialogue-based basis, in the framework of cooperation and creation.

Approbation and implementation of the results of the study were conducted from 2004 to 2008 at the Department of "Foreign Languages" of the Far Eastern State University of Communications. The main results and conclusions of the study were reported: at the XV International Conference of Students, Graduate Students and Young Scientists "Lomonosov-2008" (Moscow, April 7-9, 2008); an interregional scientific and methodological conference "Problems of integrating Russian education into the world educational space" (Khabarovsk, 18 - November 20, 2008); The 45th International Scientific and Practical Conference of Archings of Transport Universities, Engineering Workers and Representatives of Academic Science "Innovative Technologies - Transport and Industry" (Khabarovsk, November 7-9, 2007); an interregional scientific and methodological conference "Management of the quality of education and the integration of universities in the International Educational Space" (Khabarovsk, November 28-30, 2006); international symposia "Cultural and Economic Cooperation of the Northeast Asian countries" (Khabarovsk, May 18 - 19, 2005, May 18-19, 2006); Interregional Scientific and Practical Conference "Society, Man, Power: Prospects for Interaction" (Khabarovsk, 29-30 December 2006); At meetings of the Department "Social work and sociology" and the Department "Foreign Languages" of the Far Eastern State University of Communications.

Organization of research

The main experimental base of the study was the Far Eastern State University of Communications. The study was conducted from 2004 to 2008, in three stages:

The first stage (2004-2005) is the study and analysis of philosophical and psychological and pedagogical literature on the topic, theoretical understanding of the problem, determination of the scientific apparatus of the study.

The second stage (2005-2006) is the observation of the educational process in the Social and Humanitarian Institute of the Russian Federation, the implementation of a statement experiment, clarify theoretical provisions of the study.

The third stage (2006-2008) - the implementation of transformative experimental work on the basis of the Social and Humanitarian Institute

Farm, processing and analysis of the results of the research, evaluation of the effectiveness of the proposed pedagogical conditions, clarification of the theoretical and practical conclusions, systematization of the data, the design of the dissertation study.

The dissertation structure reflects the overall logic of the study and consists of an introduction, two chapters, conclusion, a bibliographic list, including 223 names, 8 applications. The paper presents 8 tables and 21 drawings.

Conclusions on chapter II

1. Analysis of the theoretical foundations of the formation of a polycultural personality of a specialist and pedagogical potential of a foreign language in the development of polyculturity allowed us to determine that the process of forming the multicultural personality of future social workers is most effective in implementing the following complex of pedagogical conditions:

Proper selection of themes and structuring of educational material in a foreign language based on a socio-cultural approach and the principle of professional focus;

Use of interactive forms and methods in the process of learning a foreign language (discussions, role-playing, dramatization, presentation, Internet communication, project technologies);

Humanization of the interaction of subjects of the educational process: the interaction of the teacher and students on a dialogic basis, in the framework of cooperation and coactivity.

2. Analysis of the data of the stating experiment revealed the level of formation of a multicultural personality below the average for all criteria and confirmed the need to organize targeted work on the formation of a policultural personality of a social specialist in the process of learning a foreign language. The stating experiment confirmed the relevance of the problem of the formation of the multicultural personality of future specialists, since in the process of the study found a low level of students' awareness about the peculiarities of the development of the modern policultural world, about the phenomenon of culture, the lack of understanding of its own polycultural affiliation (cognitive criterion). At the stating stage of the experiment, students of the experimental group (53.1%) and students of the control group (50%) showed a low level of empathy, the low level of communicative tolerance was revealed from students EG (65.6%) and students kg (47.1%) . The level of high conflict is characteristic of EG students (3.1%) and students kg (5.8%).

3. In the process of learning a foreign language, a special work was introduced by the Social Work: What Does IT Mean? Social work: What does this mean? ", Speccars" Overcoming Misunderstandings in a Multicultural World. Overcoming misunderstanding in the policultural world, "as well as tasks for the implementation of presentations and group projects on the topics of the course.

4. The results of the forming experiment showed the following: in the experimental group, the level of awareness of students was significantly increased;

There was a positive dynamics for changing the level of empathy, communicative and general tolerance;

Significantly declined the number of students with a pronounced level of conflict, the number of students with a high level of conflict was reduced to zero. The method of observation of students in the process of work made it possible to identify positive changes in the behavior of students, the acquired ability to refrain from sharp unjustified statements to fellow students.

5. Thus, the process of forming the policultural personality of social specialists in teaching a foreign language can be effective when complying with a number of the above pedagogical conditions.

Analysis of the growth dynamics of students' personal polyculturity indicators convincingly proved the possibility of work in this direction. The accuracy of the results of the experimental work was determined on the basis of high-quality and quantitative analysis.

Methods of mathematical statistics (parametric criteria of T-Student's differences), table and diagram interpretation of data confirm the correctness of the hypotheses and the effectiveness of the funds applied by us.

Conclusion

Appeal to the problem of the formation of the polycultural personality of students in the highest school:

1) with the requirements of modern society to a graduate of the university as a specialist with a high level of policulture, which is the key to successful livelihoods in many areas;

2) the need of a developing social sphere in Russia in a social worker-humanist, capable of creativity, innovation, which has special ethics of behavior.

Purpose of the study:

Reveal the essence of the process of formation of the polycultural personality of social specialists in teaching a foreign language as a psychological and pedagogical phenomenon;

Develop and experimentally check the complex of pedagogical conditions for increasing its effectiveness.

During the study, the following results were obtained. The content of the Polycultural Personality concept is refined and supplemented, the essence of this phenomenon is disclosed. The polycultural personality is defined by us as a person who perceives itself as a subject of a culture polylfown, which has an active life position, which has a developed sense of empathy and tolerance, emotional sustainability capable of productive professional activities in the cultural diversity of society. The polycultural personality is a complex structural phenomenon consisting of cognitive, motivational-affective and behavioral components, which simultaneously act and the criteria for its formation.

Indicators of the formation of a polycultural personality are: knowledge of the current trends in the development of the policultural world, the processes of globalization, the culture of both a social phenomenon, the cultural diversity of the modern policultural world; awareness of its own multicultural affiliation, knowledge of the characteristics of various cultural groups, their norms and traditions of interpersonal interaction; Empathy, tolerance, emotional stability, humanistic orientation, the ability of positive interaction with representatives of various cultural groups, a high level of conflict resistance.

An analysis of scientific literature on the issue of research allowed us to allocate three levels of development of personality polyculturity: high, medium and low.

To the type of students with a high level of polyculturity, those who have a high level of awareness of the main trends in the development of the modern policultural world were attributed. The position of the personality is characterized by the manifestation of patience and respect for the other, high level of empathy, the ability to apply adequate tools to solve professional tasks of interaction with representatives of various cultural groups, a high level of conflict resistance.

The average level is characterized by incomplete formed by the integral structure of a polycultural personality, uneven development of all its components. The manifestation of this personality quality at an average level includes the ability to analyze existing problems, choose the most effective ways to solve emerging tasks, while the insufficient level of development of such qualities as empathy and tolerance, situational manifestation of pronounced conflicties.

The characteristic signs of a low level of the polycultural personality are the passivity, insufficient level of the development of empathy and tolerance, the manifestation of the trend of assessing other people, based on their own "I", inability to smooth out unpleasant impressions when a collision with noncommunicable qualities of people, the tendency of "customized" of partners for themselves, low conflict resistance.

The theoretical study showed that the "foreign language" as a subject is able to have a positive effect on the development of the policultural personality of a social specialist. Accounting and implementation of the principles of the dialogue of cultures, bilingual training, independent search and research activities, interactive interaction with representatives of the policular world, training in the conditions integrated into the educational process of the natural polycultural language environment makes it possible to most effectively implement the process of forming the multicultural personality of students.

The theoretical study made it possible to formulate the pedagogical conditions for the effective formation of the polycultural personality of social workers: the proper selection of the subjects and the structuring of the content of educational material in a foreign language based on a socio-cultural approach and the principle of professional orientation; use of interactive forms and methods in the learning process (discussion, role-playing, dramatization, presentation, Internet communication, project technologies); Humanization of the interaction of subjects of the educational process: the interaction of the teacher and students on a dialogue-based basis, in the framework of cooperation and creation.

The state-standing experiment made it possible to conclude a rather low level of formation of student personality polyculturity and confirmed the need to implement pedagogical conditions that increase the effectiveness of this process.

For the successful implementation of pedagogical conditions for the formation of the policultural personality of students, a special course and a training manual based on a socio-cultural approach in the teaching of a foreign language and the principle of professional orientation was developed.

A comparative analysis of the dynamics of the formation of the polycultural personality of students has established a direct dependence of the effectiveness of the process of forming a polycultural personality in teaching a foreign language from the completeness and quality of the fulfillment of the specified pedagogical conditions. In the experimental group, high and medium level of polyculturity becomes the predominant for each indicator. Students attributed to the low level of polyculturity were significantly dressed. In the control group, a minor increase in the level of polyculturity occurred. Middle and low levels remain prevailing in the control group. The percentage difference in the levels of formation of a polycultural personality in the control and experimental groups is explained by the fact that the process of forming the polycultural personality of students of the experimental group was carried out in accordance with targeted organized work. In the group, pedagogical conditions were created and carried out in order to increase the level of students' polyculturity.

Experimental work confirmed the position of the hypothesis claimed by us that 1) the personality polyculturity is the main professional characteristics of a social specialist and that 2) a foreign language is one of the sources that encourage and intensify the process of forming the multicultural personality of future social workers.

On this basis, it is possible to conclude about the achievement of the purpose of the study. At the same time, the study does not cover the entire range of issues related to solving the problem of the effective formation of the policultural personality of students. The subject of further scientific searches can be the development and implementation of a model for the formation of the polycultural personality of students using all the possibilities of the educational process of the university and the development of new technologies for the development of polyculturity.

In the context of our study, we have developed the following materials: the special course "Overcoming MisunderStandings in a Multicultural world.

Overcoming misunderstanding in the Policy World "and the textbook" Social Work: What Does It Mean? Social work: what does this mean? "; Effective complex of pedagogical conditions for the formation of the policultural personality of students in foreign language classes; Criteria and indicators for the registration of the formation of polyculturity, which, when used in the system of higher professional education, make a significant contribution to the solution of the social task of improving the quality of training specialists not only the social sphere, but also by production, allowing you to prepare new personnel for innovative Russia.

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