THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
62
IMPROVING THE TRANSNATIONAL COMPETENCE OF STUDENTS
VIA LANGUAGE LEARNING
Yusupova Sanobar
Senior Teacher.
Department of Uzbek and Foreign Languages
Tashkent Institute of Textile and Light Industry
https://doi.org/10.5281/zenodo.12216863
Abstract:
The aim of this study is to determine effective methods for
incorporating intercultural education into the curriculum of various academic
subjects. The focus of the research is on English Teacher Education, targeting
both pre-service (BA) and in-service (MA) students, as well as postgraduate
students in Economics. Participants include BA students in English Philology,
MA students in English, French, and Romanian Philology, and MA students in
Business Administration in Tourism and Services. By the end of the semester,
students and teacher trainees had successfully developed an understanding of
multiple intercultural aspects.
Keywords:
Intercultural education, Teacher trainees, Cross-curricular
approach, Language education.
Introduction
University students, particularly those in teacher training programs, often
receive limited formal education in intercultural studies. This exposure is
usually limited to exchange programs like Erasmus+, which provide practical
experience with different cultures. Given globalization and evolving job market
demands, it is essential for students, especially future teachers, to have a
foundational understanding of intercultural education alongside linguistic
education. As the workforce becomes more global, future teachers must be
prepared to adapt to diverse cultural contexts. Successful integration into
professional environments requires a thorough understanding of different
cultures. Additionally, fostering diversity awareness, ethnic tolerance, anti-
racism, and inclusiveness is crucial for a successful international career.
University curricula should, therefore, integrate intercultural education
components throughout, despite institutional constraints. Language educators,
in particular, play a vital role in enhancing students' intercultural competence by
adopting a culturally-informed educational approach.
Literature Review
Over the past thirty years, discussions among practitioners and researchers in
linguistic and intercultural education have promoted an 'intercultural approach'
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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to language teaching. This has led to a reevaluation of the purposes of language
education. Modern communicative methods view language as a tool for bridging
information gaps, aiming to improve learners' linguistic competence through
interactive learning. This approach emphasizes developing intercultural
communicative competence, which involves understanding and explaining
cultural behaviors and perspectives. The goal is to train learners to act as
'diplomats,' fostering informed cultural understanding rather than solely
achieving native speaker proficiency. Thus, while language development
remains important, it is closely linked with the equally critical aim of
intercultural understanding.
Research Methodology
This study focused on English Teacher Education for pre-service (BA) and in-
service (MA) students, and postgraduate Economics students. Participants
included 28 BA students in English Philology, 21 MA students in English, French,
and Romanian Philology, and 17 MA students in Business Administration in
Tourism and Services. The research utilized contrastive lexical analysis to
highlight cultural and social nuances between Romanian and British English.
During a semester-long pedagogical experiment, students were tested on
metaphorical language and surveyed on intercultural knowledge and attitudes.
Following explicit training in linguistic and intercultural aspects, a follow-up test
and survey were administered. The intercultural questionnaire included
questions on stereotypes and attitudes toward challenges, curiosity, risk-taking,
self-confidence, self-awareness, foreign languages, and international careers.
The metaphorical vocabulary test assessed knowledge of business metaphors,
distinguishing between culture-bound and universal expressions. Teaching
methods included debates, case studies, role-plays, poster/advertisement
design, and story/script writing, with an emphasis on group work and
assignments.
Findings and Interpretation
Initial data showed that students had limited knowledge of cultural differences
and teaching methodologies for culture, yet they displayed a willingness to
learn. By the semester's end, students and teacher trainees demonstrated an
improved understanding of intercultural aspects and enhanced linguistic
knowledge. Teacher trainees expressed enthusiasm for incorporating
intercultural perspectives in their teaching. Students initially had basic
knowledge about cultural significance but improved significantly after the
experiment, particularly in recognizing cultural peculiarities. The vocabulary
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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tests showed notable knowledge gains over the semester. Attitudinal surveys
revealed that explicit training improved students' attitudes toward
interculturality, with MA students in Business Administration showing
increased interest in foreign languages. Students' readiness to face challenges
was evident, but initial interest in other cultures was limited. There was also a
lack of self-awareness and non-judgmental acceptance of other cultures, with a
surprising disinterest in international careers among Business Administration
students. Philology students showed varied interests, with some less
enthusiastic about foreign languages.
Conclusion and Recommendations
The experiment highlighted students' willingness to integrate intercultural
education into their courses, especially in English language courses. English
teacher trainees were particularly open to incorporating cultural aspects into
their teaching. The study recommends that teachers across all subjects identify
pedagogical methods to integrate intercultural education, preparing students for
a globalized world. Early integration of intercultural education in primary and
secondary schools is essential, with English teachers playing a key role in
fostering global citizenship.
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PEDAGOGICAL SCIENCES
International scientific-online conference
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