The study analyses the historical basis of the system of social and pedagogical support of foreign students in the United States. The relevance of the study lies in the importance of modernisation and the regular improvement of adaptive preparatory programmes in the linguistic, psychological, and sociocultural areas. However, this requires the use of the experience of countries with the biggest practice of working with foreign students, namely the United States. Therefore, the purpose of the study is to analyse the organisational structure of the system of social and pedagogical support of foreign students in higher education institutions in the United States at the initial historical stage. The methods of analysis, synthesis, and generalisation were used during the research. Also, for a more effective study of social and pedagogical and infrastructural development of the adaptive training system of foreign students, a method of chronological coordinates was developed. The stage from which it is necessary to begin the study of the history of the system of foreign student support is highlighted, namely the period of 1911-1920, marked as organisational and constitutive. It is revealed that the stage is characterised by the emergence of the primary foundations of the counselling centre for the support of foreign students; the creation of the first structured national associations of foreign students and the adoption of fundamental legislative initiatives that provided the development of the support system. It is substantiated that the process of structuring the support system in the United States should be considered after 1919 (defined by the author as a period of diachronic- synchronous unity) when the Institute of International Education was established. The practical significance of the study lies in the first systematisation of historical material and its presentation as an organisational and constitutive stage. The presented results of the research can be practically applied in the process of preparation of lecture material on the history of social work in the USA and the world; in the framework of public and non-profit organisations

The relevance of the study lies in the necessity of developing the remote forms of counselling work with foreign students during the adaptation period. In this regard, the purpose of the present study is to analyse the programmes of remote counselling of international students at HEIs in the US to determine the potential for extrapolation of foreign experience into the higher education systems of other countries. We applied a number of methods, such as analysis, synthesis, abstraction, the method of moving from abstract to concrete, which enable a comprehensive review of the issue of remote counselling of international students. The article studies the aspects of online counselling of international students. Psychological support has been observed to be an element of the acculturation triad and therefore should be considered in the context of the education process. The article emphasises that since international students are exposed to the negative influence of the phenomenon of “culture shock”, and they should participate in relevant initiatives aimed at the development of skills for overcoming emotional and psychological issues. We have analysed the programmes, courses, and seminars of the University of Minnesota and the Florida International University, which allowed determining the algorithm for the development of the online counselling system, namely providing international students with informational reference materials (including reading materials and videos) for their personal guidance and general understanding of the challenges relevant for foreign students; holding personal meetings between a student and a counsellor via video conferences, which allows discussing the existing psychological issues and build interpersonal relationships. The practical benefits of this study reside in the fact that the development of remote programmes, courses and seminars (with the introduction of foreign experience to such activities) will have a positive impact on the psychological support system at the country level and will facilitate further development of remote education systems and ensure the increased use of modern ICTs in education and other areas

ntroduction. The article deals with the es-sential characteristics of multicultural education, which should be applied to the modern methods of foreign stu-dent adaptive preparation, who interacts with the repre-sentatives of the new cultural environment. Purpose. To explore the features of multicultural edu-cation aimed at foreign student’s preparing for practical activities of academic and social nature. Results. It is revealed that multicultural education is manifests in the peculiarities of persons, connections who are the representatives of different linguistic, ethnic or national groups. The concept of global thinking, that char-acterized by the ability of a foreign student to practically apply the existing socio-cultural skills and interpersonal activity, is considered. On the analysis of the researchers findings, the own interpretation of the concepts of «multi-cultural education» and «technology of multicultural educa-tion» is given.Conclusion. On the base of theoretical study, we con-cluded that multicultural education provides the need of adaptation process in the ways that will ensure the full activity of the individual in the academic and social envi-ronments: the preparation of linguistic, cultural and psy-chological character. In addition, the adaptation involves the development of global thinking principles, through which a foreign student is able to use the formed interper-sonal and sociocultural skills in a specific situations of interaction with representatives of another society. In this connection, it is possible to distinguish the main manifes-tations of multicultural education, which should be used in the process of acculturation preparation, such as: the use, with the practical information giving on the character-istics of other cultures, of practical elements, among which the audiovisual means may be used; the students' cultur-al knowledge developing in the way to ensure a uniform interpretation of the actions of other cultures representa-tives and will allow to prepare the foreign students for activities in the host country's cultural space; the practical consolidation of the acquired knowledge both through the cross-adaptation (with the interaction of different cultural groups during the preparation phase), and at the time of the formation of adaptation tasks that will provide a con-nection between the academic and social contacts of the individual.

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The article analyzes the linguistic and socio-cultural adaptation training of foreign students at the University of California, Los Angeles, UCLA (USA). It was determined, that acculturation consists of two main components: linguistic and sociocultural. It has been reported that programs for improving the level of proficiency in a foreign (English) language for students from other countries should include a certain preparatory complex, the main components of which are reading, writing, listening, speaking, studying grammatical structures and increasing vocabulary, which will allow, firstly, to construct one’s own thoughts in the form of sentences during the interpersonal communication interaction, taking into account the grammatical rules. Secondly, it will form the ability to communicate on topics of an arbitrary type. The essence of elective courses aimed at the possibility of more branched communication using the idiomatic expressions, slang constructions, American pronunciation, etc. is considered. An important role in the foreign students’ language training played the involvement of consultants into the adaptation process who speak the native language of a foreign student, which allows to minimize the cross-cultural gap and more quickly establish the interpersonal contact, subsequently conducting bilingual classes, which also contribute to the development of preparatory activities «within society», when a foreign student gets the opportunity to perform the practical communication, using among other things, the native language, which ensures a faster acculturation process. Thus, after comparing the courses «Language Exchange» and «English Language Circle», it was revealed that the first is more effective in the development of communication skills due to the fact that it offers the communication with a native speaker, by the way, the conducting bilingual interaction. It was found that the socio-cultural component of the preparatory process is an important component of high-quality communication. The analyzed experience of the programs of the University of California made it possible to come to the conclusion about the significant role of familiarizing a foreign student with the cultural characteristics of the host country by conducting excursions, researching the socially significant areas that influence the American society (media, sport, cinema, etc.). That is why, the linguistic system of the University of California, Los Angeles is represented by the programs and courses of the intensive English. For the practical consolidation of theoretical material, the format of «within society» is actively adopted, which is characterized by the communicative contact with other personalities who are represented by both student and representatives of local community. Because of that the immersion approach is implemented. Further research of this problem should cover the level of linguistic and cultural adaptation training of foreign students in other higher educational institutions of the United States of America and other states with a high level of attendance of students from other countries; as well as conducting the comparative studies between the foreign and domestic experience of foreign students’ adaptation.