Abstract
The paper is devoted to the disclosure of the particularities of teaching languages in a multicultural context, as well as the implementation of a culture dialogue on the example of foreign language classes in Russian and Belgian educational institutions. We present two youth novels and three tasks in the reading activity. Based on these tasks, an educational experiment was realised in four classes with Belgian, Slovak and Russian students and teachers Relationship between the overall understanding of each novels and teaching practice of three teachers (Russian, Slovak and Belgian) is presented in this article. Through the analysis of reflexive pause booklets and questionnaires completed by the learners, we were able to see that the instruments developed and applied by the teacher at each stage of the process of knowledge mediation (epistemic, heuristic, pragmatic) helped students readers to acquire autonomy in reading, provided they become aware of the usefulness of the proposed device. The terms “multicultural education”, “dialogism”, “cross-cultural competence”, “multiculturalism” are explained.
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Julia, B., Raisa, T. (2019). Particularities of Language Classes in a Multi-cultural Context. In: Antipova, T., Rocha, A. (eds) Digital Science. DSIC18 2018. Advances in Intelligent Systems and Computing, vol 850. Springer, Cham. https://doi.org/10.1007/978-3-030-02351-5_22
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