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A POLYCULTURAL PRINCIPLE IN DESIGNING A TEXTBOOK OF A FOREIGN LANGUAGE IN PROFESSIONAL CONTEXT

Elena Pankratova

Abstract

Nowadays Russian economy needs competent workers who are able to be effective in international environment. It means there is an urgent need for training equal participants of cross cultural communication in professional context. One of the major instruments in educational process is a textbook that is sure to be helpful for attaining the said goal. In this research I have used a modeling method. Cross cultural component of a textbook is considered here as being coordinated with an open element of the developed model of professional culture called the dimension of professional cross cultural communication. The principle of polycultural character of the world structure is suggested as the tool for implementation of the mentioned element in the cross cultural textbook component. The paper describes in detail the proposed principle. The principle requires representation of a professional culture by four basis. Among them are (1) conceptual contents of culture, (2) level of culture, (3) aspect of culture, (4) coding forms of culture. Conceptual contents of culture basis is connected with representation of concept sphere peculiar to collective and individual mind of foreign community members. Level of culture basis implies culture representation at global, multicultural, monocultural, intracultural and intercultural levels. Aspect of culture basis requires consideration of both professional aspect and non-professional (possessing professional capacity) aspect. Coding forms of culture basis demands verbal and non-verbal representation of professional culture. The paper concludes that application of the suggested principle for designing cross-cultural component of a textbook aids to ensure sufficient conditions of organizing educational process as the process of co studying a foreign language and professional culture, thus, preparing future professionals for equal cross cultural communication in cultures dialogue environment.

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DOI resolver: doi.org/10.5593/SGEMSOCIAL2015/B12/S3.002

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