Dialogic Interaction in Foreign Language Instruction and Acquisition: Implementation Stages of Poly- / Multicultural Education

The article looks at the world as a constantly changing organism, in which global mobility has become new “normal” for international education, science, and work. personality of future teacher foreign languages appears to start assuming roles responsibilities higher these need meet society demand globalizing world. In this regard, language is bearer leader poly- / or multiculturalismof globalized society, means that without proper training such will not be able carry out pedagogical activities effectively today’s complex socio-cultural conditions. Therefore, one important tasks education institutions Ukraine outside country expand multicultural components content make requirements much tougher professionals communication, well teaching languages, order enhance quality educational job markets. It emphasized study multiculturalism good challenge post-Sovietic academic geographies. To point, domestic science many scholars researchers confuse terms ‘polycultural education’ ‘multicultural education’; other do confuse, however, nor stipulate differences between education; there are scholars, use interchangeably, etc., opposed researches similar domain. With latter, it clearly distinguished what models stand. research findings identify group stages implementing universities, expressly relate technology dialogic interaction by teachers instructors linguistically ethnically diversified class. Polycultural stresses heterogeneity class, tolerance respect communication with another, cultures languages; specifies differentiation own cultures, ethnic specifics representatives class communication. includes following implementation educate teacher: (a) motivational preparatory (at same time), (b) information-based organizational, (c) communication-based /out-of-class activities, (d) diagnostic reflexive, (e) analytical corrective, where applicable. conclusion, described proves designed approach, model, provides combination purposeful, linguistic cultural practice cognitive, research-informational, value-oriented, socio-cultural, artistic-aesthetic heterogeneous