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PROJECT-BASED LEARNING AND CULTURAL DIVERSITY
Abstract
Being one of the most multi-ethnic areas of Russia, Tatarstan is home to representatives of over 115 ethnic groups, including 8 nationalities, and a “bridge” of tolerance between different religious communities, nationalities, cultural backgrounds and people. Therefore, it is very important to construct a cultural interaction between different people where their needs should be recognized and united in terms of gender, race, belief, age, disability, and culture. The modern role of a language teacher in the educational process is being reconsidered. New targets and goals are set both for teachers and students. Student is no longer just the recipient of finished and completed information from the teacher, but the active learner through research and creative thinking. Thus, knowledge is the result of the student’s learning experience, culture exploration, and the systematic investigation into materials and sources. A teacher should recognize the value of independent learning, guided independent learning, and the diversity of cultures and approaches in order to organize his/her lesson to create convenient conditions for everyone to learn. Thus, diversity is equal opportunities for students to receive education when a teacher knows that students come from different backgrounds in order to contribute and realize their potential. Language training, in this light, is seen as a non-breaking process of influence on the language, personality and culture. Language teaching should advance skills and abilities for interaction and cooperation and knowing foreign languages is a significant ‘tool’ of inseparable global integration. This paper is based on practical experience of using project-based learning strategies in the language classroom in order to respect and promote cultural diversity of Tatarstan.
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References9
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