Suchergebnisse

In our republic, special attention is paid to improving the quality of education based on advanced foreign experience, improving the tutoring and facilitation system for the development of socio-cultural competence of future teachers, establishing professional and deontological qualities based on national and universal values. The scientific novelty of the study is as follows: the content, cognitive, functional, strategic and affective components of socio-cultural competence are substantiated as an integral basis of intercultural communicative competence, they are presented in the integrative linking of socio-cultural knowledge (values, traditions and mentality) with language skills (the correct use of language units in speech). In the process of research on the studied problem, such methods as comparative-critical study and analysis of political, philosophical, sociological, psychological and pedagogical literature, the study of advanced pedagogical experience in higher educational institutions are used. The presented results substantiate the need to determine the possibilities of extracurricular activities in the development of socio-cultural competence of future teachers, as well as to improve the didactic support for the development of socio-cultural competence of future English teachers which are used in the development of technologies to increase the interests of future specialists in the study of world culture and the preparation and promotion of national culture.

The objective of this study was to assess whether a 1-hour didactic session on the DSM-5 Cultural Formulation Interview (CFI) improves the cultural competence of general psychiatry residents. The main hypothesis was that teaching adult psychiatry residents a 1-hour session on the CFI would improve cultural competence. The exploratory hypothesis was that trainees with more experience in cultural diversity would have a greater increase in cultural competency scores. Psychiatry residents at a metropolitan, county hospital completed demographics and preintervention questionnaires, were exposed to a 1-hour session on the CFI, and were given a postintervention questionnaire. The questionnaire was an adapted version of the validated Cultural Competence Assessment Tool . Paired samples t tests compared pre- to posttest change. Hierarchical linear regression assessed whether pretraining characteristics predicted posttest scores. The mean change of total pre- and posttest scores was significant ( p = .002), as was the mean change in subscales Nonverbal Communications ( p < .001) and Cultural Knowledge ( p = .002). Demographic characteristics did not predict higher posttest scores (when covarying for pretest scores). Psychiatry residents' cultural competence scores improved irrespective of previous experience in cultural diversity. More research is needed to further explore the implications of the improved scores in clinical practice.

In today's globalised business world, effective communication and collaboration across cultures are crucial for success. Cultural competence, the ability to understand and navigate cultural differences, plays a vital role in achieving this. However, traditional language learning approaches often fail to adequately prepare learners for the cultural challenges they will face in professional contexts. English for Specific Purposes 'ESP' teaching, on the other hand, is well-suited to address this gap by integrating cultural content and skills into language teaching. This paper will explore the importance of cultural competence in Business English and discuss how ESP teaching can bridge the gap between traditional language learning and the needs of the business world. Precisely, the paper will aim to define cultural competence and its importance for Business English learners. It will also outline the challenges and opportunities for integrating cultural content and skills into ESP teaching. Additionally, it will answer the following question: How can ESP practitioners design and implement practical learning tasks to promote cultural competence in their students? The paper will conclude with a summary of the key findings and recommendations for ESP practitioners and syllabus designers.