Workshops and trainings for dialogic interaction: polyculturally centric approach in modern education
DOI:
https://doi.org/10.31548/hspedagog13(2).2022.63-71Abstract
The paper considers some benefits arising from adoption and implementation of methodological approaches and techniques, which explicitly or implicitly connect to using the potential of poly- / multiculturalism oriented workshops and trainings in the technology of dialogic interaction. Dialogic interaction is seen underlying effective professional communication in the course of foreign language (FL) instruction and acquisition, especially driven by cultivating tolerance to language(s) and culture(s) other than the mother tongue. Altogether, poly- / multiculturally driven trainings and workshops help enhance the linguistic skills in communication, as well as culture awareness of future FL teachers / instructors. The purpose for use of active teaching and learning methods, including workshops and trainings, is with independent acquisition of knowledge by students in the process of their active cognitive activity. It is found that game nature of dialogic interaction contributes to the effective study of several foreign languages. To be more specific, it is the organization of educational and cognitive activities in socially modeled game situations, which aims at reduplicating and mastering socio-cultural experience. In the context of learning and teaching foreign languages, the focus on the emotionally sensitive sphere of students in the organization of educational activities provides the decent acquisition of socio-cultural, value-oriented experience through “experiencing it” as it occurs with developing ability to evaluate being. “Experiencing things” in socially simulated situations, students become more aware of themselves as human beings and personalities, realize they are subjects of activity, become aware of their social orientations and values, which forms a socio-moral self-esteem. It is concluded that social role and role behavior arise as drivers for communication in general, and in the educational process, in particular.
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