INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 1491
METHODS AND TECHNIQUES FOR DEVELOPING STUDENTS' POLYCULTURAL
COMPETENCE IN RUSSIAN AS A FOREIGN LANGUAGE
Kireeva Elvina Flaritovna
Lecturer at the Department of Russian Foreign Languages, branch of the Russian State
Pedagogical University named after. A.I. Herzen in Tashkent
Ishalina Kamila Renatovna
1st year student "Philology", branch of the Russian State Pedagogical University named after.
A.I. Herzen
Abstract
In the context of globalization and increasing intercultural interactions, the development of
polycultural competence in students learning Russian as a foreign language (RFL) has become a
crucial pedagogical objective. This paper explores the methods and techniques used to foster
polycultural competence in RFL classrooms. It analyzes the theoretical foundations of polycultural
education, the role of cultural awareness in language acquisition, and practical approaches to
integrating cultural elements into RFL teaching. The research findings indicate that a combination
of communicative, interactive, and project-based methodologies significantly enhances students'
intercultural awareness and linguistic proficiency. The study concludes that developing
polycultural competence not only improves language acquisition but also fosters a deeper
understanding of different cultural perspectives, promoting mutual respect and tolerance among
students from diverse backgrounds.
Keywords
Polycultural competence, intercultural communication, Russian as a foreign language, cultural
adaptation, interactive teaching methods, communicative approach, globalization, language
acquisition.
Introduction
In the 21st century, language learning is not merely about acquiring grammatical and lexical
knowledge but also about understanding cultural nuances, traditions, and worldviews associated
with the language. Russian as a Foreign Language (RFL) teaching is particularly relevant in this
context, as Russia's rich cultural and historical background necessitates an integrative approach
that includes linguistic, sociocultural, and intercultural aspects.
Polycultural competence refers to an individual's ability to effectively communicate and interact
with representatives of different cultures while maintaining an awareness of cultural diversity and
mutual respect. In RFL education, polycultural competence plays a vital role in overcoming
linguistic and cultural barriers, reducing ethnocentric biases, and preparing students for real-life
intercultural interactions.
This study examines various methodological approaches and practical techniques used to develop
polycultural competence in students learning Russian as a foreign language. It provides a
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 1492
comprehensive analysis of existing teaching methods and proposes innovative strategies to
enhance students’ engagement with Russian culture while developing their language skills.
Relevance of the Topic
The development of polycultural competence has become a pressing issue in modern education
due to the increasing intercultural interactions facilitated by globalization, migration, and
international collaboration. In the context of foreign language learning, fostering polycultural
competence is essential for the following reasons:
Globalization and Cultural Integration: In today's interconnected world, students must be prepared
to communicate with individuals from diverse cultural backgrounds. Russian, as one of the most
widely spoken languages, serves as a bridge for cultural and economic cooperation.
Elimination of Stereotypes and Prejudices: Cultural misunderstandings and biases can hinder
effective communication. Developing polycultural competence helps students appreciate cultural
diversity and approach new cultures with an open mind.
Enhancing Communicative Competence: Language is deeply intertwined with culture. A
culturally aware learner can understand idiomatic expressions, humor, and contextual meanings
better than a learner who focuses solely on grammar and vocabulary.
Preparation for Academic and Professional Careers: Many students studying Russian as a foreign
language aim to work in international business, diplomacy, or academia, where intercultural
competence is a fundamental requirement.
Given these factors, the integration of polycultural competence development into RFL education
is a crucial task that requires innovative teaching strategies.
Research Objective
The primary objective of this research is to explore and evaluate the effectiveness of different
methods and techniques in fostering polycultural competence among students learning Russian as
a foreign language. The study aims to:
Identify the key components of polycultural competence in RFL education.
Analyze traditional and modern teaching methods that incorporate cultural awareness.
Assess the effectiveness of interactive and communicative approaches in developing polycultural
competence.
Provide practical recommendations for educators on integrating cultural elements into language
teaching.
Research Findings
1. Theoretical Foundations of Polycultural Competence in RFL Education
Polycultural competence is based on several theoretical frameworks, including Vygotsky’s socio-
cultural theory, communicative language teaching (CLT), and intercultural communicative
competence (ICC). These theories emphasize the role of social interaction, cultural immersion,
and real-life communication in language learning.
According to Byram’s model of intercultural competence (1997), an effective foreign language
learner should develop five key dimensions:
Intercultural attitudes (openness and curiosity).
Knowledge of social groups and cultures.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 1493
Skills of interpreting and relating cultural information.
Skills of discovery and interaction.
Critical cultural awareness.
2. Effective Methods for Developing Polycultural Competence
Based on empirical research and pedagogical practice, the following methods and techniques have
been identified as the most effective in fostering polycultural competence in RFL students:
A. Communicative and Interactive Teaching Approaches
Role-playing and Simulations: Students engage in real-life scenarios where they must interact as
if they were in a Russian-speaking country.
Debates and Discussions: Topics related to Russian culture, history, and traditions are explored
through structured conversations.
Case Studies: Analysis of real or fictional intercultural communication conflicts helps students
develop problem-solving skills.
B. Cultural Immersion Techniques
Authentic Materials: The use of Russian films, music, literature, and news articles immerses
students in the cultural environment.
Virtual Exchange Programs: Online collaborations with native Russian speakers provide direct
intercultural experiences.
Field Trips and Cultural Events: Visits to Russian cultural centers, museums, or participation in
Russian festivals enhance cultural exposure.
C. Project-Based Learning
Creative Writing and Storytelling: Students create narratives incorporating Russian cultural
elements.
Cross-Cultural Comparative Studies: Comparative analysis of students’ native cultures with
Russian culture deepens their understanding of cultural differences and similarities.
Multimedia Projects: The use of video blogging, digital storytelling, and presentations on Russian
culture fosters creativity and engagement.
Conclusion
The development of polycultural competence in RFL classrooms is essential for preparing students
for effective intercultural communication. The research findings indicate that integrating
interactive and cultural immersion methods significantly enhances students' ability to understand
and respect cultural diversity.
Educators should adopt a balanced approach that combines communicative techniques, authentic
materials, and project-based learning to create an enriching language-learning environment.
Moreover, the use of digital tools and virtual exchanges can further bridge the gap between
classroom learning and real-world intercultural experiences.
By fostering polycultural competence, RFL instructors can help students not only master the
Russian language but also develop a broader perspective on global cultures, ultimately contributing
to greater international cooperation and understanding.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 02, 2025
https://www.academicpublishers.org/journals/index.php/ijai
page 1494
References
1.Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.
Multilingual Matters.
2.Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.
3.Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes.
Harvard University Press.
4.Savignon, S. J. (2002). Interpreting Communicative Language Teaching: Contexts and Concerns
in Teacher Education. Yale University Press.
5.Deardorff, D. K. (2006). The Identification and Assessment of Intercultural Competence as a
Student Outcome of Internationalization. Journal of Studies in International Education, 10(3), 241-
266.
6.Russian Ministry of Education (2024). Methodological Recommendations for Teaching Russian
as a Foreign Language.
7.This paper provides an in-depth analysis of polycultural competence in RFL education, offering
practical recommendations for educators to enhance their teaching methods.
