Training students for intercultural communication in a dynamic world: a challenge in continuing education

Irina I. Klimova; Tatiana A. Zhukova; Derrick I. Cameron; Nina A. Kozlovtseva; Natalia V. Chernyishkova

doi:10.34069/AI/2023.62.02.11

Irina I. Klimova Financial University under the Government of the Russian Federation, Russian. https://orcid.org/0000-0001-5142-1890
Tatiana A. Zhukova Financial University of the Government of the Russian Federation and ADD: MISIS University of Science and Technology, Moscow https://orcid.org/0000-0002-2184-4814
Derrick I. Cameron Financial University under the Government of the Russian Federation, Russian. https://orcid.org/0000-0001-5520-4797
Nina A. Kozlovtseva Financial University under the Government of the Russian Federation, Russian. https://orcid.org/0000-0002-2323-0752
Natalia V. Chernyishkova Financial University under the Government of the Russian Federation, Russian. https://orcid.org/0009-0003-2744-4269

DOI: https://doi.org/10.34069/AI/2023.62.02.11

Keywords: teacher training, continuing education, intercultural communication, strategies for preparing students, case study, role play, networking.

Abstract

The article discusses the problems related to preparing students for intercultural communication within the context of continuing education. The authors develop a set of definitions concerning the process of training students for intercultural communication. Additionally, the current need to review conventional approaches to the preparation of students for intercultural communication vis-à-vis the implementation of novel strategies is highlighted. The primary goal of the research is to establish a repeatable preparation process, which is practice-focused. The range of tasks suggested by the authors reflects the practical application of these strategies. Thus the following aspects have been identified as the most critical drivers: (1) a continuous and practice-focused process which facilitates the preparation for intercultural communication; (2) the use of case-based reasoning for researching and updating the tools and methods within the process of preparation of students for intercultural communication; (3) and a systematic approach to task development within the learning process (e.g., case studies, role plays, mixed interaction, networking, etc.). This method enables the adoption and concurrent adjustment of the teaching practices in order to fulfil the educational goals of diverse intercultural communication programs. Optimized practices and strategies can subsequently be collected, disseminated, and ultimately replicated within other post-secondary settings and contexts.

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Author Biographies

Irina I. Klimova, Financial University under the Government of the Russian Federation, Russian.

PhD of Philological Sciences, Professor Financial University under the Government of the Russian Federation, Russian.

Tatiana A. Zhukova, Financial University of the Government of the Russian Federation and ADD: MISIS University of Science and Technology, Moscow

Dr. in Pedagogy, Associate Professor Financial University of the Government of the Russian Federation and ADD: MISIS University of Science and Technology, Moscow — University of Science and Technology, Moscow.

Derrick I. Cameron, Financial University under the Government of the Russian Federation, Russian.

MA of Applied Linguistics, Instructor Financial University under the Government of the Russian Federation, Russian.

Nina A. Kozlovtseva, Financial University under the Government of the Russian Federation, Russian.

PhD of Culturology Financial University under the Government of the Russian Federation, Russian.

Natalia V. Chernyishkova, Financial University under the Government of the Russian Federation, Russian.

PhD of Philological Sciences, Associate Professor Financial University under the Government of the Russian Federation, Russian.

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