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INTERCULTURAL COMPETENCE IS AN INTEGRAL PART OF THE
PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE
TEACHERS
Mirzayeva Sayyora Rustamjon qizi
doctoral student of Namangan State University
Email: ermamatova.sayyora94@gmail.com
https://doi.org/10.5281/zenodo.16521597
Annotatsiya:
Tillar ko'pincha boshqa madaniyatlarga kirish eshigi
hisoblanadi. Shunday qilib, til o'rganish o'qituvchilarga o'quvchilarga lingvistik
kompetentsiyadan
tashqari,
madaniyatlararo
kompetentsiyalarini
rivojlantirishga yordam berish uchun ko'plab imkoniyatlarni beradi. Til
o'rgatishning madaniyatlararo jihati o'quvchilarni boshqa madaniyat vakillari
bilan muloqotga tayyorlaydi. Shuningdek, u o'quvchilarning boshqa
madaniyatdagi odamlarni, ko'pincha turli fikrlar, qadriyatlar va xatti-
harakatlarga ega bo'lgan shaxslar sifatida tushunish va qabul qilish qobiliyatini
rivojlantiradi. Ushbu maqola madaniyatlararo kompetentsiya bo'lajak chet tili
o'qituvchilarining kasbiy kompetentsiyasining ajralmas qismiga aylanishi
mumkinligini ko'rsatadi.
Kalit so’zlar:
Madaniyatlararo kompetentsiya, kasbiy kompetentsiya, til
o'rganish, Madaniyatlararo kompetentsiyani rivojlantirish, muloqot.
Аннотация:
Языки часто служат воротами в другие культуры.
Поэтому изучение языка даёт учителям множество возможностей помочь
ученикам развить не только лингвистическую, но и межкультурную
компетенцию. Межкультурный аспект в преподавании языка готовит
учеников к взаимодействию с людьми других культур. Он также развивает
у них способность понимать и принимать людей из других культур как
личностей, часто с другими взглядами, ценностями и моделями
поведения. В этой статье показано что межкультурная компетенция
может стать составной частью профессиональной компетентности
будущих учителей иностранных языков.
Ключевые слова:
Межкультурная компетенция, профессиональная
компетенция, изучение языка, развитие межкультурной компетентности,
коммуникация.
Abstract:
Languages are often gateways to other cultures. Language
learning therefore gives teachers multiple opportunities to help pupils develop
their intercultural competences besides their linguistic competence. The
intercultural dimension in language teaching prepares pupils for interaction
with people of other cultures. It also develops pupils’ capacity to understand and
SCIENCE AND INNOVATION IN THE
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International scientific-online conference
165
accept people from other cultures as individuals, often with different opinions,
values and behaviours. This article shows that intercultural competence can
become an integral part of the professional competence of future foreign
language teachers.
Keywords:
Intercultural competence
,
professional competence, language
learning, Development of intercultural competence, communication.
Intercultural competence refers to the ability to effectively and
appropriately interact with people from different cultural backgrounds,
encompassing knowledge, skills, and attitudes. It involves understanding and
respecting diverse perspectives, adapting communication styles, and navigating
cultural nuances to build positive relationships and achieve goals in
multicultural settings.
lntercultural competence is the ability to function effectively across
cultures, to think and act appropriately, and to communicate and work with
people from different cultural backgrounds – at home or abroad. Intercultural
competence is a valuable asset in an increasingly globalised world where we are
more likely to interact with people from different cultures and countries who
have been shaped by different values, beliefs and experiences.
Intercultural competence is part of a family of concepts including global
competence, graduate attributes, employability skills, global citizenship,
education for sustainable development and global employability. Core to all
these concepts is recognition of globalisation as a force for change in all aspects
of the contemporary world, and the importance for graduates to be able to
engage and act globally.
Intercultural competence in language teaching refers to the ability of
language learners to effectively and appropriately interact with individuals from
different cultural backgrounds, while demonstrating an understanding and
appreciation of those cultures. It goes beyond simply learning grammar and
vocabulary; it involves developing the skills to navigate cultural differences,
overcome misunderstandings, and build meaningful connections.
Social and political reforms in Uzbekistan reflect an objective need for
analyzing and finding ways to develop modern approaches to training and
education of young people in order to ensure the progress of the country, to
strengthen its position in the world and its role in the Central Asian region.
However, it should be noted that profound changes took place in the world in
the last quarter of the twentieth century, explained by the process of
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globalization. Intercultural competence is becoming the cornerstone of all
changes in education in this process.
Intercultural competence in the field of education reform in the country is
an important research topic. This is due to the fact that Uzbekistan, since the
period of independence, has been able to take its rightful place in the global
community, gaining invaluable experience of international cooperation. There
are twenty major international organizations in the country. Uzbekistan
cooperates with five hundred international actors under political, economic,
cultural and educational agreements. Uzbekistan is a member of forty different
international organizations. In this regard, the possibility of entering into
international contacts is growing, and communication with foreigners is
becoming a reality, while interaction with other cultures becomes part of our
daily lives. Schools carry out student exchanges more and more often, teachers
organize joint projects, and undergo practical training abroad, thus,
participating in intercultural communication and a dialogue of cultures.
Improving the professional competence of future foreign language teachers
is essential to ensuring effective language instruction in an increasingly
globalized world. This process involves enhancing not only linguistic proficiency
but also pedagogical skills, cultural awareness, and the ability to integrate
modern technologies into teaching practices. The development of professional
competence can be achieved through a variety of methods, including structured
teacher education programs, ongoing professional development, the use of
innovative teaching techniques, and the incorporation of digital tools.
Furthermore, reflective practices, collaborative learning, and exposure to
diverse teaching methodologies help future teachers adapt to dynamic
educational environments. Development of intercultural competence involves
the interaction of two cultures in several ways: (a) to study the culture of the
target language country by means of the foreign language itself and
understanding the behavior pattern of foreign language speakers; (b) the
influence of the foreign language and foreign language culture upon the
development of the native language and behavior pattern within the native
culture; (c) development of the individual under the influence of two cultures.
These qualities are part of the professional competence of foreign language
teachers. By the nature of his/her activities, a teacher has to constantly work
with people and be engaged in a dialogue of cultures, not only at the level of
international communication, but also at the level of “a teacher - a student”
relations, where the partnership approach is used more and more often.
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Intercultural competence is formed in the process of learning foreign language
communication, taking into account cultural and mental differences of native
speakers, and is a prerequisite for a successful dialogue of cultures.
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