Strategies for Shaping Student's National and Cultural Identity in Teaching "Cross-Cultural Theory Introduction"
TSNI 2021 - Textbook: Focus on Students' National Identity
This paper explains the didactic domain concept formed within the strategic matrix of the educational discourse related to teaching cross-cultural communication theory. It is stated that intercultural communication competenceis improved on certain strategies taking into account the organization of training in the light of the cognitive opposition "friend or other", acquiring a cross-cultural reflexive way of interaction, and further focus on value attitudes and participants' dominance in the
... dominance in the communication act. The authors share their experience of writing the manual which corresponds to the effective teaching techniques. The manual topically based on understanding national and cultural symbols in innovative polyphonic and polycode format, ingrained in media network, opts for analytical review and more precise study of theoretical methodology. The competency-based approach focuses on instrumental pragmatic approach to cross-cultural communication that is challenging, dialogic and creative. The article provides value-and practice-oriented outlook on the key strategies featured in the manual: assimilating information strategy (informative strategy); comparing two or more cultures reflexive strategy; valorization of native and foreign cultures strategy. 1073 language and culture practice. For example (Tareva, 2015): shaping and fostering skills crucial for a linguistic personality mastering a foreign language as a communication tool: communication mobility, autonomy, sociability, tolerance towards unusual way of communication behaviour, individual style of foreign language communication; a chance to evaluate traditional technologies in teaching a foreign language potential: through native and foreign culture (intercultural approach), when a student being at the intersection of native and foreign culture has a deeper understanding of something different and reassesses and reconsiders their own system of values and beliefs conceiving it from the intercultural communication partner's perception. Intercultural educational field is a priority concern in up-to-datelinguodidactics, It focuses on studying foreign languages in a dialogue of cultures to prepare students to participate to cross-culture communication through foreign language as a tool of interaction between representatives of two cultures. The relevance of teaching a language on an intercultural basis also determines the result of the learning process for the "Introduction to the theory of cross-cultural communication in higher education" course in higher education. The idea of intercultural foreign language education, characterized by its own set of strategies and tactics, is a breakthrough in the system of modernizing teaching communication techniques for a new linguistic personality type ready for potential or real conflictogenic communication due to the information geopolitical paradigm. Under such conditions, the content of the preparation process for intercultural communication acquires axiological characteristics, becomes spiritual and moral, emotional and value-based, self-creating, pragmatically charged (Tareva, 2019). Speaking about the strategy of reflexive comparing of two or more cultures, we note that on the pages of the textbook "Basics of cross-cultural communication. National, ethnic and cultural symbols", there are many examples of assignments that are value-based. These tasks make students think, compare, and engage in complex communication processes (Basics of cross-cultural communication, 2019): Refer to the section "National symbols of Germany", "National symbols of Switzerland", "National symbols of Spain". Compare, where the image of bear is used as a symbol and why? (p. 30); Refer to the corresponding sections on the symbols of Russia and Poland and compare the symbolism of the colors of national flags. What do they have in common? (p. 41); Compare awards and decorations of Russia and the USA, find similarities and differences in their merits. Refer, for example, to rewarding Soviet pilots for non-stop flights in the 1930s and 1940s. XX century (p. 67);