Substantial and activity stage

• Purpose: formation of multicultural competence of the student as qualities of the personality.

• Content: interpretation, transformation and enhancement of the obtained social experience; interiorization and creative use of knowledge, abilities, models of culture conformity activity, complement them with means of a foreign language. Practical acquisition of a foreign language at the high level. Implementation of intercultural communication with carriers of foreign-language culture. Participation of students in selection of contents, methods, and means of formation of multicultural competence, with the way of creation of the program of formation of multicultural competence of the student including the language educational projects constructed taking into account professional interests of the student. Systematic possession of knowledge of culture, regularities and principles of implementation of culture conformity activity, essence and ways of formation and self-education of multicultural competence. Independent creative search in the solution of problems.

• Mechanism of formation: reflection of ways and abilities of culture conformity activity.

• Result: mastering ways of formation and self-education of multicultural competence.

Productive and evaluative stage

• Purpose: coincidence of motive, purpose and result of activity; completion of demonstration of multicultural competence in practice.

• Content: possibility of an independent goal realization. Independent creation of ways of formation and self-education of multicultural competence. Expansion of use of the acquired knowledge, abilities in practice, by the organization of text activity and stage-by-stage realization of the idea of "dialogue of cultures" at foreign language lesson. Creation of the culture-creative environment for transfer of tools of self-knowledge and self-development to students.

• Mechanism of formation: reflection of own activity and behavior, results of practice.

• Result: the student with the high level of multicultural competence, ready to creation and a culture creativeness.

Activities

1) the methods which is directed to the development of a cognitive component of multicultural competence: the tasks connected with the analysis and synthesis of information, a specification of conclusions; discussion and solutions of problem situations; selection of the examples illustrating justice of the made generalizations;

2) the methods which is directed to the development of motivational and valuable component of multicultural competence: explanation and persuasion, conversation, discussion, (витагенное обучение) - teaching based on actualization of life experience of the person and his intellectual and psychological potential in educational objectives;

3) the methods which is directed to the development of activity and behavioral component of multicultural competence: communication training, discussion and solution of situational and problem tasks, business games, role-playing, organization contextual activity of students.

project works, interview, case study, round tables, meetings with representatives of foreign countries.

Psycho-pedagogical competence of the teacher

• Psycho-pedagogical competence of the teacher is the set of certain qualities (properties) of the personality with the high level of professional readiness to pedagogical activity and effective interaction with learners in educational process.

• In pedagogical science a concept psycho-pedagogical competence is defined as the most adequate, proportional set of professional and personal properties of the teacher allowing to achieve qualitative results in the course of teaching and education of the learners.

The components of psycho-pedagogical competence

The main components of psycho-pedagogical competence from position of its element and structural analysis are:

• literacy (i.e. knowledge which is accepted to call as general professional);

• abilities of the teacher to use knowledge in pedagogical activity, in the organization of interaction;

• professionally significant personal qualities which is inseparable from the process of pedagogical activity.

The structure of the psycho-pedagogical competence

According to N. V. Kuzmina:

• differential-psychological (knowledge of features of assimilation of teaching material by specific students according to individual and age characteristics);

• socio-psychological (knowledge of features of educational-informative and communicative activity of educational group and the specific students in it, about features of relationship of the teacher with a class, about regularities of communication);

• auto psychological (knowledge of merits and demerits of own activity, features of the personality and his characteristic qualities).

Key elements of psycho-pedagogical competence of the teacher:

• knowledge in the field of age psychology and using of this knowledge in practice;

• psychological knowledge of strengths and restrictions of own professional activity, specific features of the personality and his characteristic qualities;

• ability to operate the emotional state, giving it constructive, but not destructive character.

• According to G. S. Sukhobskaya: psycho-pedagogical knowledge is the concrete and methodological principle of the analysis of practical situations and criteria for evaluation of effectiveness of actions taken by the teacher.

• A. K. Markova include to psycho-pedagogical competence such professionally important qualities of the personality as: pedagogical erudition, pedagogical goal-setting, pedagogical thinking, practical pedagogical thinking, pedagogical observation, vigilance, pedagogical hearing, pedagogical situation, pedagogical optimism, pedagogical resourcefulness, pedagogical anticipation, forecasting, pedagogical reflection.

• It is impossible to consider psycho-pedagogical competence of the teacher out of development of his personality. It is determined by the fact that, at first, the personality acquires necessary knowledge, abilities, skills only in a personal context. Secondly, it is possible to seize professional skill only at the individual and creative level. Any psychological knowledge before implication in pedagogical practice are passed via affective and valuable "filters" of the personality, become personal property of each teacher, being transformed to own estimated and conceptual categories, installations, behavioural programs. Professionally significant personal qualities act as those internal conditions, "passing" through which external characteristics and requirements of activity will be transformed to competence of the teacher.

• In works of N. V. Kuzmina, F. N. Gonobolin, A. I. Scherbakov, S. G. Vershlovsky, V. A. Slastenin, A. K. Markova the most various qualities concerning these or those parties of the identity of the teacher are discussed. According to authors, all of them are important for achievement of success in pedagogical activity.

Specifics of pedagogical activity cause the special importance of social and psychological qualities which promote interpersonal and role interaction of the teacher with students. Existence of these qualities should be considered as the most important sign of professionalism. They are: reflexiveness, flexibility, empathy, sociability, ability to cooperation, emotional attractiveness

• The pedagogical reflection defines the teacher's attitude towards itself as to the subject of professional activity. Ability to compare, confront consciousness with estimation of other participants of interaction helps the teacher to realize how he is perceived and estimated by other people - students, colleagues.

• Readiness of the teacher to constant "feedback", ability to interpret the obtained information from the students' position, to estimate effectiveness and expediency of the pedagogical solutions of teaching and educational tasks and socio-psychological situations is the most important condition of development of his professionalism.

Professionally significant quality "flexibility" assumes flexibility of thinking and behavior:

• independent transfer of earlier acquired knowledge, abilities, ways of activity in new situations;

• vision of the arising problem from different role positions; allocation of new function of the known object;

• a combination of earlier known methods with new one.

• Empathy: "comprehension of an emotional state, penetration, sensitivity of emotional experiences of other person"

• In the context of interpersonal interaction and perception it is about the ability of the teacher to respond emotionally to the students' problems. It is an ability to put itself in the place of the student, to look at events from their positions. Manifestation of an empathy by the teacher means that specifics of behavior of the student are understood and taken into consideration, and own strategy of behavior is based in a different way, more flexibly.

• The most important quality of the teacher - sociability. It is formed and developed on the basis of the need for communication - one of the main socially caused needs of the person.

Some authors, characterizing this quality, use other terms, for example visuality, meaning appearance of the teacher, ability to hold attention of the students by a behavior manner, appearance.

• Appearance is perceived in a complex and integrity of all its signs. The attention of students is drawn not only to the speech of teacher, but also on external expression of feelings in the mimic and pantomimic movements. Its pleasant manners of behavior help to adapt quickly in any situation, simplify establishment of communicative communications, raise a possibility of impact on students. One common feature is inherent in all manners of emotionally attractive teacher. It is observance of a pedagogical tact which includes the increased keenness to people around and ability to find such form of communication with other personality which would allow to keep both personal advantage.