Formation of a multicultural personality. Multicultural personality. Recommended list of dissertations

The relevance of the research topic is due to the following factors.

Firstly, a feature of modern society is the rapprochement of countries and peoples, the strengthening of their interaction, and the globalization of the world as a whole. The positive nature of the development of the process of cultural globalization, which affects all aspects of the life of modern society, largely depends on how the higher education system will address the issues of preparing students - future specialists for multi-level interaction within a diverse range of intercultural communications.

Globalization, with its contradictory phenomena that tend to intensify, puts forward a priority task for education - preparing future specialists for professional activities in a multicultural environment, developing the skills to communicate and cooperate with people of different social groups, nationalities, and religions. Therefore, the problem of forming a multicultural personality capable of seeking and finding ways to resolve sociocultural tensions and showing tolerance is becoming increasingly urgent.

Speaking about multiculturalism as the ability to conduct a dialogue, understand a person of another culture, perceive him as he is, support him in a critical situation, and also as an opportunity to enrich one’s culture, when, by understanding another, one enriches oneself, it can be argued that it is multiculturalism personality is one of the effective means of countering the negative consequences of globalization, a mitigating factor in globalization processes.

Secondly, professional training carried out within a higher vocational educational institution should pursue the goal of acquiring professionalism in the broad sense by a future specialist in the social sphere, i.e. be focused on acquiring not only professionally necessary knowledge and skills, but also on developing and improving professionally significant personal qualities, which are integral components of a specialist’s professionalism. In this regard, the formation of a multicultural personality takes significant place in the preparation of a qualified specialist.

At the same time, the modern educational process of a university still remains traditional and does not have sufficient potential to solve this problem. One of the reasons for this is the lack of a holistic concept of the formation of a student’s multicultural personality in the educational process through educational subjects. But there is a set of philosophical, psychological, pedagogical ideas that can become the basis for creating a set of conditions for the effective formation of a multicultural personality of future social sector specialists when teaching a foreign language.

The problem under study in one aspect or another finds its theoretical and methodological justification in the works of many modern scientists.

Analysis of the works of M.M. Bakhtin, B.C. Bibler, C.JT. Franka, Z.A. Malkova, M.S. Kagana, Yu.M. Lotman and others allows us to understand the leading role of culture as a factor that adds value to life, fosters tolerance and stimulates personal self-development.

The ideas of N.K. lead us to understand the essence of the phenomenon of a multicultural personality. Roerich about the “beneficent synthesis”, which is understood as the “unity of cultures”, creating beneficial cooperation between people, the views of Y.A. Komensky about the need to develop in students the ability to live in peace with others, fulfill mutual responsibilities, respect and love people, the works of philosophers A.J. Toynbee, Yu.V. Yakovets about the integrity of the cultural and historical development of mankind and the presence of some similar principles of the functioning of cultures different nations. The identification by scientists of separate, original cultural worlds and attempts to answer the question about the nature of the interaction between them largely determined modern approaches to the definition of multiculturalism and multicultural education. These theories are based on the idea of ​​the uniqueness of each culture and the need for dialogue between them.

Based on the research of psychologists, we can comprehend the formation of a multicultural personality as a spiritual and practical activity aimed at comprehending the truth, entering into culture (JT.C. Vygotsky, A.N. Leontiev), cultural change in the personality itself (V.D. Shadrikov) .

The importance of communication and dialogue interaction in the formation of a multicultural personality was considered on the basis of the works of B.G. Ananyeva, A.G. Asmolova, C.JI. Bratchenko, M. Bubera, M.M. Bakhtin, B.C. Bibler. Provisions of M.M. Bakhtin about man as a unique world of culture, interacting with other individuals - carriers of individual culture, creating himself in the process of such interaction and influencing others, contribute to the most complete understanding of the essence of the phenomenon of multiculturalism.

Of great importance for revealing the research topic are the theories of student-centered education (E.V. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya, etc.), the provisions of humanistic pedagogy about pedagogical communication as free, spiritual, cultural interpersonal interaction ( N.B. Krylova, Z.A. Malkova, S.D. Polyakov), ideas of the formation of a humanistic orientation of the individual (S.J.T. Rubinshtein, B.G. Ananyev, A.A. Bodalev, L.I. Bozhovich, K. K. Platonov and others)

Of great value in solving the problems of our research are scientific works on the integration of the cultural component into the process of teaching a foreign language by domestic and foreign researchers (M. Bayram, M. Bennett, K. Grant, V.V. Safonova, P.V. Sysoev, L. P. Khalyapina and others)

The issues of implementing a student-oriented approach in learning a foreign language, as well as the formation of a multicultural linguistic personality, have received much attention in the works of domestic researchers (I.L. Bim, I.A. Zimnyaya, E.I. Passov, G.V. Rogova, V. .V. Safonova, P.V. Sysoev, L.P. Khalyapina, etc.)

Ideas of self-development pedagogy developed by L.N. Kulikova, N.G. Grigorieva, namely the view of personal self-development as a process of lifelong self-production of a person, which determines the building of a worldview and value system, is invaluable for understanding the mechanisms of the formation of a multicultural personality.

The works of S.B. help to comprehend the need and relevance of the formation of a multicultural personality of specialists in the social sphere. Elkanova, PA. Zimnyaya, E.R. Yarskaya-Smirnova, G.Sh. Tsitkipova, V.D. Alperovich. The process of becoming a social worker as a professional was analyzed by V.G. Bocharova, I.A. Zimnyaya, P.D. Pavlenkom, A.M. Panov, L.V. Topchim, E.R. Yarskaya-Smirnova. An analysis of the works of the listed authors led to the conclusion that, thanks to the formation and consolidation of such qualities as empathy, tolerance, openness in communication, emotional stability, a social worker can carry out professional activities more effectively.

The basic works for this study are scientific works on the multicultural educational space of V.P. Borisenkova, O.V. Gukalenko, A.Ya. Danshpoka, G.V. Palatkina, V.V. Makaeva, Z.A. Malkova, L.L. Suprunova, G.D. Dmitriev, about the ideological foundations of multicultural education in the modern world A.N. Dzhurinsky, the theoretical foundations of multicultural education and the formation of a multicultural personality L.V. Kolobova, Yu.S.

Davydova, A.A. Syrodeeva, O.V. Gukalenko, pedagogical conditions of multicultural education R.I. Baichorova, the ideas of multiculturalism in the educational process of A. Belogurov’s university, multicultural guidelines in the education of G. Dautova, in which multiculturalism is a powerful tool for creating a favorable, humane social climate that contributes to the harmonization of relations between representatives of different civilized types and cultures.

It should be noted that the process of formation of the multicultural personality of students - future specialists in the social sphere has not been the subject of special study. An analysis of scientific works has shown that at present there is no consensus on the phenomenon of “multicultural personality”, no comprehensive and comprehensive definition has been given, there is no generally accepted structure of the multicultural personality of a social specialist, and the possibilities of a foreign language in the formation of multiculturalism are not fully defined.

Thus, today there is a certain contradiction between the multicultural personality of a specialist in the social sphere, who is in demand in a globalizing world, capable and ready for full interaction with representatives of various cultural groups within the framework of performing professional duties, and the insufficient development of pedagogical conditions that contribute to the successful formation of a multicultural personality of a specialist in the social sphere when teaching a foreign language at a university.

The problem of the research is that, on the one hand, there is a social and pedagogical need for such education, which ensures the effectiveness of the process of forming a multicultural personality of social workers, and a serious groundwork in science, and on the other hand, there is no holistic pedagogical concept, pedagogical conditions have not been developed to ensure the effective formation of a multicultural personality of social sector specialists when teaching a foreign language at a university.

Taking into account the practical significance and at the same time insufficient theoretical development of the problem, the research topic was determined: “Formation of a multicultural personality of social sector specialists when teaching a foreign language at a university.”

Object of study: educational process at the university.

Subject of research: the process of forming a multicultural personality of future social sector specialists when teaching a foreign language at a university.

Purpose of the study: to reveal the essence of the process of forming a multicultural personality of future social sector specialists when teaching a foreign language as a psychological and pedagogical phenomenon, to develop and experimentally test a set of pedagogical conditions for increasing its effectiveness.

Based on the purpose of the study, we identified the following tasks:

1. To determine the theoretical and methodological prerequisites for studying the problem of forming a multicultural personality of future social sector specialists when teaching a foreign language at a university.

2. Clarify the essence of the concept of “multicultural personality”, determine the structure, criteria, indicators and levels of its formation.

3. Identify the pedagogical possibilities of using a foreign language in the formation of a multicultural personality of students.

4. Scientifically substantiate the set of pedagogical conditions that ensure the effectiveness of the process of forming the multicultural personality of students - future specialists in the social sphere.

In accordance with the object, subject, purpose and objectives of the study, the following hypothesis was put forward:

Multiculturalism is one of the main professional characteristics of a specialist in the social sphere, which allows him to effectively carry out his professional activities in the context of the cultural diversity of society.

One of the sources that encourages and activates the process of formation of a multicultural personality of future social sector specialists is a foreign language. Taking into account and implementing such principles as dialogue of cultures, bilingual education, independent search and research activities, interactive interaction with representatives of the multicultural world, learning in the conditions of a natural multicultural language environment integrated into the educational process make it possible to most effectively carry out the process of forming the multicultural personality of students.

The process of forming a multicultural personality of future social workers when teaching a foreign language will be more successful and effective if the following pedagogical conditions are implemented:

1) proper selection of topics and structuring of content educational material in a foreign language based on a sociocultural approach and the principle of professional orientation;

2) the use of interactive forms and methods in the learning process (discussions, role playing games, dramatization, presentations, Internet communication, design technologies);

3) humanization of interaction between subjects of the educational process: interaction between teacher and students on a dialogical basis, within the framework of cooperation and co-creation.

The methodological basis of this study is:

Philosophical ideas about the polysemy of the phenomenon “culture” (M.S. Kagan, M.M. Bakhtin, V.M. Mezhuev, J.I.H. Kogan, N.K. Roerich, G.P. Vyzhletsov, Yu.M. Lotman , Yu.M. Reznik, etc.);

Ideas of “dialogue of cultures” and the concept of multicultural education (M.M. Bakhtin, V.S. Bibler, M. Buber, K. Jaspers, M.S. Kagan, V.P. Borisenkov, O.V. Gukalenko, A.Ya. Danilyuk , G.V. Palatkina, V.V. Makaev, J.I.L. Suprunova, G.D. Dzhurinsky, etc.)

Psychological and pedagogical foundations of social work as a scientific theory and professional activity (E.I. Kholostova, G.P. Medvedeva, I.A. Zimnyaya, JI.B. Topchiy, V.Sh. Maslennikova, E.R. Yarskaya-Smirnova , O.Yu. Makarova, P.Ya. Tsitkilov, V.D.

Theoretical foundations of a personality-oriented, sociocultural approach, communicative direction in language pedagogy (V.V. Safonova, P.V. Sysoev, I.L. Bim, I.A. Zimnyaya, G.V. Elizarova, E.I. Passov , I.I. Khaleeva and others-);

Concepts of multicultural linguistic personality (L.P. Khalyapina, P.V. Sysoev, L.V. Kolobova);

Positions of humanistic pedagogy, pedagogy of self-development in understanding pedagogical communication as free, spiritual, cultural interpersonal interaction (Z.A. Malkova, L.N. Kulikova, N.G. Grigorieva).

To achieve the goal of the study, solve the assigned problems and test the initial theoretical positions, the following research methods were used: theoretical (analysis of philosophical, psychological-pedagogical, methodological literature on the research problem); empirical (observation, questioning, testing, pedagogical experimental work); methods of mathematical statistics (parametric t-Student test, tabular and diagrammatic interpretation of data).

The main scientific results were obtained personally by the author, their scientific novelty is as follows:

The concept of “multicultural personality” has been clarified;

The structural components and criteria for the formation of multiculturalism (cognitive, motivational-affective and behavioral) are determined.

The pedagogical conditions for the successful formation of a multicultural personality of future social sector specialists have been scientifically substantiated and confirmed;

It has been proven that the introduction into the process of teaching a foreign language of the special course we developed “Overcoming Misunderstanding in a Multicultural World” and the textbook “ Social work: what does it mean?" positively influences the process of formation of the multicultural personality of future social workers.

The theoretical significance of the study lies in the systematization of scientific ideas about the process of formation of the multicultural personality of future social sector specialists when teaching a foreign language; substantiation of structural components and criteria for the formation of multiculturalism (cognitive, motivational-affective and behavioral); highlighting the principles that actualize the pedagogical capabilities of a foreign language in the formation of the multicultural personality of students (dialogue of cultures, bilingual education, independent search and research activities, interactive interaction with representatives of the multicultural world, training in a natural multicultural language environment integrated into the educational process).

The practical significance lies in the fact that we have developed pedagogical conditions that activate the process of forming a multicultural personality of future social sector specialists when teaching a foreign language, and have defined criteria and indicators for the formation of a multicultural personality. The results obtained during the experimental work can be used:

When developing didactic and methodological materials in the process of teaching a foreign language to higher education students educational institutions;

In the application of the special course “Overcoming Misunderstanding in a Multicultural World” and the textbook “Social Work: What does it mean?” in teaching practice not only at the Social and Humanitarian Institute of the Far Eastern state university railways, but also in other universities that provide professional training for social sector specialists.

The reliability of the research is ensured by the following: research methodology, which is based on a synthesis of philosophical, psychological, pedagogical principles; adequacy of research methods to goals and objectives; applied methods of statistical data processing; the author’s participation in experimental work that confirmed the validity of the hypothesis put forward.

In connection with the study of the identified problem, the following provisions are submitted for defense:

1. Multiculturalism of an individual is one of the main professional characteristics of a specialist in the social sphere, allowing him to effectively carry out his professional activities in the context of the cultural diversity of society.

A multicultural personality is a person who perceives himself as a subject of a polylogue of cultures, has an active life position, has a developed sense of empathy and tolerance, emotional stability, and is capable of productive professional activity in the conditions of cultural diversity of society.

A prerequisite for the formation of a multicultural personality of a future specialist is an understanding of its essence as a set of cognitive, motivational-affective and behavioral components.

2. The main criteria for the formation of a multicultural personality are: cognitive (knowledge about culture as a social phenomenon, about the development trends of the modern multicultural world, the idea of ​​a polylogue of cultures as the only possible philosophy of existence, about the specifics of social work, awareness of one’s own multicultural affiliation), motivational-affective ( manifestation of empathy, tolerance, emotional stability, humanistic orientation) and behavioral (the ability to use adequate means when solving professional problems of interaction with people, the ability to relieve tension in relationships, conflict tolerance).

3. A foreign language has the necessary potential for the formation of a multicultural personality of future specialists. This potential will be fully realized if the following principles are taken into account: the principle of dialogue of cultures, bilingual education, independent search and research activities, interactive interaction with representatives of the multicultural world, learning in a natural multicultural language environment integrated into the educational process.

4. A set of pedagogical conditions that contribute to the effective formation of the multicultural personality of future social sector specialists includes:

1) proper selection of topics and structuring of the content of educational material in a foreign language based on a sociocultural approach and the principle of professional orientation;

2) the use of interactive forms and methods in the learning process (discussions, role-playing games, dramatization, presentations, Internet communication, design technologies);

3) humanization of interaction between subjects of the educational process: interaction between teacher and student on a dialogical basis, within the framework of cooperation and co-creation.

Testing and implementation of the research results were carried out from 2004 to 2008 at the Department of Foreign Languages ​​of the Far Eastern State Transport University. The main results and conclusions of the study were reported: at the XV International Conference of Students, Postgraduate Students and Young Scientists “Lomonosov-2008” (Moscow, April 7-9, 2008); interregional scientific and methodological conference “Problems of integration Russian education into the global educational space" (Khabarovsk, November 18 - 20, 2008); 45th International Scientific and Practical Conference of Scientists from Transport Universities, Engineers and Representatives of Academic Science “Innovative Technologies for Transport and Industry” (Khabarovsk, November 7-9, 2007); interregional scientific and methodological conference “Education quality management and integration of universities into the international educational space” (Khabarovsk, November 28-30, 2006); international symposiums “Cultural and economic cooperation of the countries of North-East Asia” (Khabarovsk, May 18-19, 2005, May 18-19, 2006); interregional scientific and practical conference “Society, people, power: prospects for interaction” (Khabarovsk, December 29-30, 2006); at the meetings of the Department of Social Work and Sociology and the Department of Foreign Languages ​​of the Far Eastern State University of Transport.

Organization of the study

The main experimental base for the study was the Far Eastern State Transport University. The study was carried out from 2004 to 2008, in three stages:

The first stage (2004-2005) - study and analysis of philosophical and psychological-pedagogical literature on the topic, theoretical understanding of the problem, definition of the scientific apparatus of research.

The second stage (2005-2006) - observation of the educational process at the Social and Humanitarian Institute of the Far Eastern State University of Pedagogical University, conducting a confirmatory experiment, clarifying the theoretical provisions of the study.

The third stage (2006-2008) - implementation of transformative experimental work on the basis of the Social and Humanitarian Institute

FEGUPS, processing and analysis of the research results, assessment of the effectiveness of the proposed pedagogical conditions, clarification of the theoretical and practical conclusions obtained, systematization of data, preparation of the dissertation research.

The structure of the dissertation reflects the general logic of the research and consists of an introduction, two chapters, a conclusion, a bibliography including 223 titles, and 8 appendices. The work contains 8 tables and 21 figures.

Conclusions on Chapter II

1. Analysis of the theoretical foundations for the formation of a multicultural personality of a specialist and the pedagogical potential of a foreign language in the development of multiculturalism made it possible to determine that the process of forming a multicultural personality of future social workers is most effective when implementing the following set of pedagogical conditions:

Proper selection of topics and structuring of educational material in a foreign language based on a sociocultural approach and the principle of professional orientation;

The use of interactive forms and methods in the process of teaching a foreign language (discussions, role-playing games, dramatization, presentations, Internet communication, project technologies);

Humanization of interaction between subjects of the educational process: interaction between teacher and students on a dialogical basis, within the framework of cooperation and co-creation.

2. Analysis of the data from the ascertaining experiment revealed the level of formation of a multicultural personality below average according to all criteria and confirmed the need to organize targeted work on the formation of a multicultural personality of a specialist in the social sphere in the process of learning a foreign language. The ascertaining experiment confirmed the relevance of the problem of forming the multicultural personality of future specialists, since the research process revealed a low level of awareness of students about the features of the development of the modern multicultural world, about the phenomenon of culture, and a lack of understanding of their own multicultural affiliation (cognitive criterion). At the ascertaining stage of the experiment, students in the experimental group (53.1%) and students in the control group (50%) showed a low level of empathy, a low level of communicative tolerance was detected among students from the EG (65.6%) and students from the CG (47.1%) . The level of high conflict is typical for students from the EG (3.1%) and students from the CG (5.8%).

3. A specially developed textbook “Social work: what does it mean?” was introduced into the process of teaching a foreign language. Social work: what does it mean?”, special course “Overcoming Misunderstandings in a Multicultural world. Overcoming Misunderstandings in a Multicultural World,” as well as assignments for presentations and group projects on course topics.

4. The results of the formative experiment showed the following: in the experimental group the level of students’ awareness increased significantly;

Positive dynamics were noted in changes in the level of empathy, communication and general tolerance;

The number of students with a pronounced level of conflict has decreased significantly, the number of students with high level conflict was reduced to zero. The method of observing students in the process of work made it possible to identify positive changes in the behavior of students, the acquired ability to refrain from harsh, unjustified statements addressed to fellow students.

5. Thus, the process of forming a multicultural personality of specialists in the social sphere when teaching a foreign language can be effective if a number of the above pedagogical conditions are met.

Analysis of the dynamics of growth in indicators of the multicultural personality of students convincingly proved the possibility and necessity of working in in this direction. The reliability of the results of the experimental work was determined on the basis of qualitative and quantitative analysis.

Methods of mathematical statistics (parametric test of differences t-Student), tabular and diagrammatic interpretation of data confirm the correctness of our hypothesis and the effectiveness of the means used.

CONCLUSION

Addressing the problem of forming a multicultural personality of students in higher education is related to:

1) with the requirements of modern society for a university graduate as a specialist with a high level of multiculturalism, which is the key to successful life in many areas;

2) the need of the developing social sphere in Russia for a social worker-humanist, capable of creativity, innovation, and possessing special ethics of behavior.

Purpose of the study:

To reveal the essence of the process of formation of a multicultural personality of specialists in the social sphere when teaching a foreign language as a psychological and pedagogical phenomenon;

To develop and experimentally test a set of pedagogical conditions for increasing its effectiveness.

The following results were obtained during the study. The content of the concept of “multicultural personality” has been clarified and expanded, and the essence of this phenomenon has been revealed. We define a multicultural personality as a person who perceives himself as a subject of a polylogue of cultures, has an active life position, has a developed sense of empathy and tolerance, emotional stability, and is capable of productive professional activity in the conditions of cultural diversity of society. A multicultural personality is a complex structural phenomenon consisting of cognitive, motivational-affective and behavioral components, which at the same time act as criteria for its formation.

Indicators of the formation of a multicultural personality are: knowledge about modern trends the development of a multicultural world, globalization processes, culture as a social phenomenon, cultural diversity of the modern multicultural world; awareness of one’s own multicultural affiliation, knowledge of the characteristics of various cultural groups, their norms and traditions of interpersonal interaction; empathy, tolerance, emotional stability, humanistic orientation of the individual, the ability to positively interact with representatives of different cultural groups, a high level of conflict resistance.

An analysis of the scientific literature on the research problem allowed us to identify three levels of development of a multicultural personality: high, medium and low.

The type of students with a high level of multiculturalism included those who have a high level of awareness about the main trends in the development of the modern multicultural world. The individual’s position is characterized by patience and respect for the opinions of others, a high level of empathy, the ability to use adequate means to solve professional problems of interaction with representatives of different cultural groups, and a high level of conflict tolerance.

The middle level is characterized by incomplete formation of the integral structure of a multicultural personality, uneven development of all its components. The manifestation of this personality quality at an average level includes the ability to analyze existing problems, choose the most effective ways to solve emerging problems, while there is an insufficient level of development of such qualities as empathy and tolerance, and the situational manifestation of pronounced conflict.

Characteristic signs of a low level of a multicultural personality are passivity, an insufficient level of development of empathy and tolerance, a tendency to evaluate other people based on one’s own “I”, an inability to smooth out unpleasant impressions when faced with the uncommunicative qualities of people, a tendency to “tailor” partners to oneself, a low level of conflict resistance.

Theoretical research has shown that “Foreign language” as a subject can have a positive impact on the development of a multicultural personality of a specialist in the social sphere. Taking into account and implementing the principles of dialogue of cultures, bilingual education, independent search and research activities, interactive interaction with representatives of the multicultural world, learning in the conditions of a natural multicultural language environment integrated into the educational process allows the most effective implementation of the process of forming the multicultural personality of students.

Conducted theoretical research made it possible to formulate pedagogical conditions for the effective formation of a multicultural personality of social workers: proper selection of topics and structuring of the content of educational material in a foreign language based on a sociocultural approach and the principle of professional orientation; the use of interactive forms and methods in the learning process (discussions, role-playing games, dramatization, presentations, Internet communication, design technologies); humanization of interaction between subjects of the educational process: interaction between teacher and students on a dialogical basis, within the framework of cooperation and co-creation.

The ascertaining experiment allowed us to draw a conclusion about the rather low level of formation of the multicultural personality of students and confirmed the need to implement pedagogical conditions that increase the effectiveness of this process.

For the successful implementation of pedagogical conditions for the formation of a multicultural personality of students, a special course and teaching aid were developed based on the sociocultural approach to teaching a foreign language and the principle of professional orientation.

A comparative analysis of the dynamics of the formation of a multicultural personality of students has established a direct dependence of the effectiveness of the process of formation of a multicultural personality when teaching a foreign language on the completeness and quality of fulfillment of the specified pedagogical conditions. In the experimental group, high and medium levels of multiculturalism become predominant for each indicator. The number of students classified as having a low level of multiculturalism has decreased significantly. In the control group there was a slight increase in the level of multiculturalism. Medium and low levels remain predominant in the control group. The difference in the percentage of levels of formation of a multicultural personality in the control and experimental groups is explained by the fact that the process of formation of a multicultural personality of students in the experimental group was carried out in accordance with purposefully organized work. Pedagogical conditions were created and implemented in the group in order to increase the level of multiculturalism of students.

The experimental work carried out confirmed our stated hypothesis that 1) the multiculturalism of an individual is the main professional characteristics a specialist in the social sphere and that 2) a foreign language is one of the sources that encourages and activates the process of formation of a multicultural personality of future social workers.

On this basis, it is possible to draw a conclusion that the purpose of the study has been achieved. At the same time, the study does not cover the entire range of issues related to solving the problem of effective formation of the multicultural personality of students. The subject of further scientific research may be the development and implementation of a model for the formation of a multicultural personality of students using all the capabilities of the educational process of the university and the development of new technologies for the development of multiculturalism.

In the context of our research, we developed the following materials: special course “Overcoming Misunderstandings in a Multicultural World.

Overcoming Misunderstandings in a Multicultural World" and the textbook "Social Work: What Does It Mean? Social work: what does it mean? effective complex pedagogical conditions for the formation of a multicultural personality of students in foreign language classes; criteria and indicators for registering the formation of multiculturalism, which, when used in the system of higher professional education, make a significant contribution to solving the social problem of improving the quality of training of specialists not only in the social sphere, but also in production, making it possible to train new personnel for innovative Russia.

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