PEDAGOGICAL AND SOCIO-CULTURAL CONDITIONS OF ADAPTATION OF FOREIGN STUDENTS IN THE PREPARATORY DEPARTMENT FOR FOREIGN CITIZENS AND STATELESS PERSONS

DOI 10.31652/2415-7872-2022-71-73-77

Abstract

The article highlights the problems of adaptation of foreign students of the preparatory department for foreign citizens and stateless persons. An attempt is made to outline the pedagogical and socio-cultural conditions of adaptation of foreign students on the example of the preparatory department for foreign citizens and stateless persons of Vinnytsia State Pedagogical University named after Mykhailo Kotsyubynsky. The authors characterize the technologies and techniques of pedagogical communication in accordance with the socio-cultural characteristics of foreign students, styles of pedagogical communication and their impact on the formation and development of intercultural communication skills of all participants in the educational process. The article highlights the peculiarities of the mentality of students of the preparatory department for foreign citizens and stateless persons VSPU. M. Kotsyubynsky, including citizens of Somalia, India, China and others. Foreigners studying at the Preparatory Department for Foreign Citizens and Stateless Persons at the Mykhailo Kotsyubynsky Vinnytsia State Pedagogical University are overwhelmingly representatives of polychrome cultures and do not know how to clearly plan their study time. It is difficult for them not to be late for classes, especially in the first months of study, because in their countries such behavior is not considered negative. In addition, they cannot focus on one activity, trying to do several things at once. It is difficult for them to adequately perceive the time constraints of tasks and tests, because in their cultures the activity itself is important, not its time limits. When building pedagogical communication with foreign students, it is also important to take into account the category of space, which is very different in different cultures. It is a distance of communication, which is set depending on the age, gender, religion, social status of the participants. Emphasis is placed on the role of the teacher in the process of adaptation of foreign students, namely the teacher's task to take into account the similarities and differences of languages and cultures, to help overcome the difficulties of adaptation of foreign students in a foreign country.