CONDITIONS FOR THE FORMATION OF CROSS-CULTURAL COMPETENCES OF MUSICIAN STUDENTS FROM CHINA IN THE HIGHER SCHOOL OF UKRAINE

Abstract

The objective this article is to describe pedagogical conditions that make it possible to form intercultural competences of future music teachers from China in the system of domestic professional training (overcoming the barriers of intercultural communication; implementing the ideas of intercultural development in the educational process of a higher education institution; variety of role positions of the teacher, and the inclusion of foreign students into extracurricular activities).
The article focuses on the fact that among the barriers to intercultural communication, the leading place is occupied by language and communication barriers. They allow other difficulties to arise: the cultural ones, the academic, and the psychological. The language and communication barriers stem from the fact that students from China by and large do not speak the Ukrainian language, while science and education workers in the Ukraine have a low level of proficiency in the English language. The existence of cultural barriers is due to differences in world views via patterns formed in accordance with social norms and traditions of their country.
The article emphasizes that the process of forming intercultural competence will be more effective when students start getting involved not only in classroom activities, but also in extracurricular work by visiting exhibitions, cinemas, museums, festivals, speech clubs, master classes in various areas of professional development, as well as by interacting with prominent figures from the professional music community.
The article also stresses that in the conditions of stigmatization of a number of professions in the Ukraine, performance by teachers of role positions such as the mentor, the coach, the tutor, the facilitator, and the advisor is more of a desirable objective than the reality. Therefore, in order for teachers to perform their responsibilities under these role positions, teachers should do the following: increase their level of proficiency in the language of instruction for music students from China; improve skills of intercultural interaction through a deeper study of traditions and culture of Chinese students; and create a psychologically relaxing atmosphere during classroom and extracurricular work with foreign students.