Pedagogical Shift in Contemporary Foreign Language Teaching: Based on Multi-Cultural / Lingual Data Sets

Abstract

The presented research looks at the possibility of implementing some good practices’ in the foreign language teaching (FLT) at the tertiary level of education. Also, it is emphasized that the FLT curricula require a deeper plunge into culture studies, which results in strengthening the multicultural and multilingual component in education. Having studied, implemented, adjusted various sets of methods and techniques for FLT in multinational classroom, which, not so long ago, were recognized most effective, the survey findings and questionnaires make it hard to agree. These days students claim that the educational system appears outdated and they cannot boast of motivation and drive to perform well in class. Among the reasons are issues with discipline, time management, skill sets, unpredictable situations, which challenge stress resilience and emotional regulation. No longer knowledge-based approach in FLT may meet the goals of the learner. In digital era, any sort of information may be found online immediately upon request, and the digital skills of students are often well developed. What will make and/or keep them motivated, how can the students feel passionate about their study and perform well or high in their learning curve? – are just a few questions, which modern FL teachers ask themselves and each other. The paper, via distinguishing the difference between the terms of multiculturalism, multilingualism, plurilingualism, as well as task- and people-oriented approaches of leadership theories, discusses possible solutions and presents templates / models of effective communication and building trust between the teacher and the student in multinational class. Also, a part of the model filled in with students’ possible answers may help shape the vision how the pedagogical shift in education through effective out-of-class communication in foreign language teaching may become a game-changer in the educational paradigms.