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The intercultural orientation of modern social thought is implemented in educational policy, considering a modern university graduate as a person, not just possessing specific competences and knowledge, but also capable of cooperating and constructive multicultural dialogue, interacting with people of different cultures and knowing the system of socially significant world values. The enormous potential for this lies in the methodology of the content and language integrated learning, which is seen as an integral component of the educational process in the context of the implementation of modern documents in the field of higher education. In modern pedagogical science, considerable experience has been accumulated in preparing students of different specialities for intercultural interaction, forming and developing the tolerance, intercultural communicative competences, educating the younger generations in a multicultural world. Nevertheless, the issue of preparing students of nonlinguistic faculties for intercultural interaction in the context of the content and language integrated environment remains poorly developed today. So the main aim of our research is to consider the basic concepts of the process of preparing students of non-language faculties for intercultural interaction for determining the degree of their readiness for the adequate intercultural dialogue.

The problem of preparing students for intercultural interaction in conditions of a subjectlanguage integrated environment is quite relevant, and in theory and practice some experience has been gained in this process. The authors address the idea of the complex use of various methodological approaches in the study of certain pedagogical phenomena, as the most effective and therefore popular in modern pedagogical science. The paper emphasizes the idea that the complex of methodological approaches allows obtaining diverse characteristics of the studied phenomena. The widespread complexity of pedagogical phenomena is noted, implying that they cannot and should not be studied from one point of view. Based on this, the authors conclude that the multifaceted consideration of such a multifactorial phenomenon as the preparation of students for intercultural interaction in the context of the subjectlanguage integrated environment is provided by a set of four mutually complementary approaches: systemic, activity, cultural and integrative ones.