Cultural Component of Inclusive Learning

“…A multicultural approach is understood as such a principle of the organization of studies in higher education, when the cultural traditions of several peoples are organically combined. This approach was enshrined in the following normative acts: the Concept of multicultural education in higher school of the Russian Federation (Davydov, 2003), the Concept of spiritual and moral development and education of the personality of a citizen of Russia (Danilyuk, Kondakov &Tishkov, 2001), the Concept of multicultural education in Russia (The Concept of Multicultural Education…, 2010) and others, who lead work in the direction of multicultural education researches (Lipschultz, 2014;Ntelioglou, Fannin, Montanera & Cummins, 2014;Perflieva, Novospasskaya & Arsenyeva, 2017;Remchukova & Sokolova, 2017;Shaposhnikova, 2016;Verboord, 2014;Lee, 2014;Krasina, 2017;Guilherme, &Dietz, 2015;Cummins & Persad, 2014;Garcia & Wei, 2014;Belogurov, 2005).…”

Section: Multicultural Approachmentioning

confidence: 99%

Cultural Component In The Multilingual Education

Lazareva¹

2018

The European Proceedings of Social and Behavioural Sciences

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The article analyzes the cultural component of teaching in multilingual groups. The experience of teaching university programs has revealed the necessity to develop teaching recommendations which take into account the cultural component. This fact will allow foreign students to integrate more effectively into the system of training in a foreign university, as well as to remove psycholinguistic difficulties caused by the mismatch of cultural codes. An associative experiment was conducted at RUDN University to identify the cultural and linguistic component in multilingual groups. The hypothesis of the experiment is to reveal semantic components of emotives which are expressed by words of colors in the Russian and other languages and to identify the proportion of match/mismatch of the linguistic world-image. The analysis of the experiment results revealed the peculiarity of the emotional sphere of non-native Russian speakers. The development of the methodology including the cultural component is in line with the current psycholinguistic tendencies that apply the associative experiment as a method of understanding the language; creation of bilingual associative dictionaries; creation of the corpus of metaphors of the Russian language; creation of data visualization; work in the field of computational approaches to the visualization of abstract lexical units. The results of the associative experiment have demonstrated the discrepancy between the semantic codes of the emoticons of Russian and other languages. The materials of the study can be used in the lexicographic field, to create manuals for students.

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Cultural Component of Inclusive Learning

Cited by 2 publications

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Cultural Code Of Color Terms In Chinese And Russian Languages

Cultural Code Of Color Terms In Chinese And Russian Languages

Cultural Component In The Multilingual Education

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