Moscow megapolis as an educational environment in the system of intercultural foreign language education

UDC 811:316.7(1-25)

https://doi.org/10.20339/AM.04-21.027

V.A. Goncharova is Cand. Sci. (Pedagogy), Ass. Prof. e-mail: v-goncharova@yandex.ru ; and V.V. Alpatov is Cand. Sci. (Philology), Ass. Prof e-mail: alpatov.v@list.ru. Both at Institute of Foreign Languages of Moscow City Pedagogical University

Substantiated is the thesis for necessity and possibility of using the social cultural resources of Moscow city to establish an educational environment suitable for building intercultural communicative competence when teaching students foreign languages from the perspective of the intercultural approach. As a key point, the authors put forward the thesis that it is regional culture which is the only one available to the student to abide and understand by their national native culture (which comes equal with learning a foreign language culture within the goal-setting of intercultural foreign language education). At the same time, Moscow is grounded as a resource space for intercultural foreign language education, being a place for building the social environment and communication relations, the center of the regional level of native culture, and the city of intercultural communication. The authors define the related educational urbanistics as interdisciplinary field of designing socio-humanitarian knowledge and experience in the context of the mutually enriching integration of urban space and value-specific (educational) trajectories of personal development of the citizen. As a result, the authors formulate the basic principles of urban educational environment in the context of foreign language intercultural communicative training of students, including the following: knowledge of the universal (global) through the single (local), methodological work with space as a resource and a factor in educational activity design,  taking an educational environment as an individually perceived value, designing individual educational trajectory on the basis of mapping, contextual learning, the priority of spontaneous meaning-making, a conscious distinction between education and vocational training.

Key words: intercultural foreign language education, urban educational environment, educational urbanistics.

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