Science for Education Today, 2019, vol. 9, no. 4, pp. 231–246
© Makazhanova Z. M., Batayeva F. A., Bratayeva A. A., Mavrina I. A., 2019
UDC: 
377.8+316.7

Characteristic features of developing multiculturalism as a students’ personality trait and the basis of positive intercultural relations in the context of modern education [In English]

Makazhanova Z. M. 1 (Petropavlovsk, Republic of Kazakhstan), Batayeva F. A. 2 (Kokshetau, Republic of Kazakhstan), Bratayeva A. A. 3 (Kokshetau, Republic of Kazakhstan), Mavrina I. A. 1 (Omsk, Russian Federation)
1 Omsk State Pedagogical University
2 Abay Myrzakhmetov Kokshetau University
3 Omsk Humanitariyan Academy
Full text (Open Access) — Downloaded 1201
Abstract: 

Introduction. The authors study the problem of developing the concept of students’ multicultural identity in modern education. The purpose of the research is to identify the characteristics of multiculturalism as a personality trait of students, serving as the basis for positive intercultural relationships in the student environment.
Materials and Methods. The research methodology is determined by the research question: which factors determine the multicultural environment of an educational institution. The research methods include analysis of scientific literature on multiculturalism, interviews and questionnaires,
Results. The study confirms that one of the factors of a multicultural environment is tolerance, recognizing the equal rights of different ethnic groups of college students. However, intolerant behaviors are evident in both national groups (Kazakh and Russian), while college students have a sufficient level of ethnic identity. The study has revealed multiculturalism as a personality trait mainly among students in the groups with both Kazakh and Russian languages of instruction, who speak both languages, whereas for mono-lingual students who have insufficient experience of communication in multicultural environments, the development of multicultural competence requires special multicultural educational environment.
Conclusions. In conclusion, the authors summarize the characteristic features of developing multiculturalism as a personality trait, which serves as the basis of positive intercultural relationships between college students.

Keywords: 

Multicultural education; Multiculturalism of modern education; Multiculturalism as a quality of a personality; Multicultural environment; Intercultural relations of students; Tolerant attitude.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:39256964

Prominence Percentile SciVal: 92.920 Acculturation | Emigrants and Immigrants | National Identification

https://www.scopus.com/record/display.uri?eid=2-s2.0-85074661485&origin=...

Characteristic features of developing multiculturalism as a students’ personality trait and the basis of positive intercultural relations in the context of modern education

For citation:
Makazhanova Z. M., Batayeva F. A., Bratayeva A. A., Mavrina I. A. Characteristic features of developing multiculturalism as a students’ personality trait and the basis of positive intercultural relations in the context of modern education [In English]. Science for Education Today, 2019, vol. 9, no. 4, pp. 231–246. DOI: http://dx.doi.org/10.15293/2658-6762.1904.14
References: 
  1. Novolodskaya S. L. The definition of terms polycultural and multicultural. Vector of Science of Togliatti State University. Series: Pedagogy, Psychology, 2012, no. 1, pp. 234–237. (In Russian) URL: https://elibrary.ru/item.asp?id=17428376  
  2. Levikova S. I. Multiculturalism as a social problem, or what is the difference between "multiculturalism" and "multiculturalism". Ivzestia of the Volgograd State Pedagogical University, 2014, no. 3, pp. 37–41. (In Russian) URL: https://elibrary.ru/item.asp?id=21519239
  3. Portera A. Intercultural education in Europe: Epistemological and semantic aspects. Intercultural Education, 2008, vol. 19, no. 6, pp. 481–491. DOI: http://dx.doi.org/10.1080/14675980802568277
  4. Stier J. Internationalisation, ethnic diversity and the acquisition of intercultural competencies. Intercultural Education, 2003, vol. 14, issue 1, pp. 77–91. DOI: http://dx.doi.org/10.1080/1467598032000044674  
  5. Kim J. H., So K. Understanding the “other”: Rethinking multiculturalism in South Korea through Gadamer’s philosophical hermeneutics. International Journal of Multicultural Education, 2018, vol. 20, no. 1, pp. 102–117. DOI: http://dx.doi.org/10.18251/ijme.v20i1.1509  
  6. Sokolov V. M.  Tolerance – state and trends. Sociological Studies, 2003, no. 8, pp. 54. (In Russian) URL: https://elibrary.ru/item.asp?id=17299697
  7. Türe H., Ersoy A. F. Social studies teachers’ perceptions of tolerance. Journal of Social Studies Education Research, 2014, vol. 5, issue 2, pp. 31–56. URL: http://jsser.org/index.php/jsser/article/view/159
  8. Makazhanova Zh. M. Polyculturality in Modern Education, or Why Polyculturality is Different from Multiculturism. Lifelong Education: The XXI Century, 2018, no. 3, pp. 106–113. (In Russian) URL: https://elibrary.ru/item.asp?id=35652871
  9. Zhetpisbayeva B. A., Shelestova T. Y., Akbayeva G. N., Kubeyeva A. E., Tleuzhanova G. K. Problems of English language implementation into primary schools for multilingual education development in the Republic of Kazakhstan. Novosibirsk State Pedagogical University Bulletin, 2016, vol. 6, no. 4, pp. 59–72. DOI: http://dx.doi.org/10.15293/2226-3365.1604.06 URL: https://elibrary.ru/item.asp?id=26583950
  10. Yeskeldiyeva B. Y., Tazhibayeva S. Zh. Multilingualism in modern Kazakhstan: New challenges. Asian Social Science. Published by Canadian Center of Science and Education, 2015, vol. 11, no.  6. DOI: http://dx.doi.org/10.5539/ass.v11n6p56 
  11. Achaeva M., Daurova A., Pospelova N. Intercultural education in the system of training future teachers. Journal of Social Studies Education Research, 2018, vol. 9, issue 3, pp. 261–281. URL: http://jsser.org/index.php/jsser/article/view/288
  12. Almazova N. I., Kostina E. A., Khalyapina L. P. The new position of foreign language as education for global citizenship. Novosibirsk State Pedagogical University Bulletin, 2016, vol. 6, no. 4, pp.  7–17. DOI: http://dx.doi.org/10.15293/2226-3365.1604.01 URL: https://elibrary.ru/item.asp?id=26583944
  13. Byram M. Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. Language Awareness, 2012, vol. 21, issue 1-2, pp. 5–13. DOI: http://dx.doi.org/10.1080/09658416.2011.639887
  14. Alred G., Byram M. Becoming an intercultural mediator: a longitudinal study of residence abroad. Journal of Multilingual and Multicultural Development, 2002, vol. 23, issue 5, pp. 339–352. DOI: http://dx.doi.org/10.1080/01434630208666473
  15. Wei R., Hu Y. Exploring the relationship between multilingualism and tolerance of ambiguity: A survey study from an EFL context. Bilingualism: Language and Cognition, pp. 1–11. DOI: https://doi.org/10.1017/S1366728918000998 
  16. Maluch J. T., Neumann M., Kempert S. Bilingualism as a resource for foreign language learning of language minority students? Empirical evidence from a longitudinal study during primary and secondary school in Germany. Learning and Individual Differences, 2016, vol. 51, pp. 111–118. DOI: https://doi.org/10.1016/j.lindif.2016.09.001  
  17. Hoff E., Ribot K. M. Language growth in English monolingual and Spanish-English bilingual children from 2.5 to 5 years. The Journal of Pediatrics, 2017, vol. 190, pp. 241–245.e1. DOI: https://doi.org/10.1016/j.jpeds.2017.06.071  
  18. DeJesus J. M., Hwang H. G., Dautel J. B., Kinzler K. D. Bilingual children’s social preferences hinge on accent. Journal of Experimental Child Psychology, 2017, vol. 164, pp. 178–191. DOI: https://doi.org/10.1016/j.jecp.2017.07.005  
  19. Yow W. Q., Li X. The influence of language behavior in social preferences and selective trust of monolingual and bilingual children. Journal of Experimental Child Psychology, 2018, vol. 166, pp.  635–651. DOI: https://doi.org/10.1016/j.jecp.2017.09.019
  20. Feng L., Gai Y., Chen X. Family learning environment and early literacy: A comparison of bilingual and monolingual children. Economics of Education Review, 2014, vol. 39, pp. 110–130. DOI: https://doi.org/10.1016/j.econedurev.2013.12.005
  21. Atagi N., Goldenberg E. R., Sandhofer C. M. Children’s use of linguistic information when learning in a bilingual context. Journal of Experimental Child Psychology, 2016, vol. 144, pp. 199–208. DOI: https://doi.org/10.1016/j.jecp.2015.11.005
  22. Wermelinger S., Gampe A., Daum M. M. Bilingual toddlers have advanced abilities to repair communication failure. Journal of Experimental Child Psychology, 2017, vol. 155, pp. 84–94. DOI: https://doi.org/10.1016/j.jecp.2016.11.005
  23. Blom E., Küntay A. C., Messer M., Verhagen J., Leseman P. The benefits of being bilingual: Working memory in bilingual Turkish–Dutch children. Journal of Experimental Child Psychology, 2014, vol. 128, pp. 105–119. DOI: https://doi.org/10.1016/j.jecp.2014.06.007
  24. Meir Y., Slone M., Lavi I. Children of illegal migrant workers: Life circumstances and mental health. Children and Youth Services Review, 2012, vol. 34, issue 8, pp. 1546–1552. DOI: https://doi.org/10.1016/j.childyouth.2012.04.008   
  25. Bialystok Е. Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 2009, vol. 12, issue 1, pp. 3–11. DOI: https://doi.org/10.1017/S1366728908003477 
  26. Khoroshilova S. P., Kostina E. A. Cross-cultural study of the impact of short-term language courses abroad on language acquisition. Novosibirsk State Pedagogical University Bulletin, 2016, vol. 6, no. 4, pp. 108–118. DOI: http://dx.doi.org/10.15293/2226-3365.1604.10 URL: https://elibrary.ru/item.asp?id=26583956
Date of the publication 31.08.2019