The educational context and the interculturality

288 
respects the cultural and biographic backgrounds of those with whom he 
interacts in the dialogue of the global societies. The ideal communication is 
based on a global competence representing a unit of “
global national and 
ethnic identifications
”, as a result of internalization of universal ethical values 
and principles. On the other side, the position of cultural relativism is 
articulated on “
a euro centrism without prejudice
” by relativization patterns 
of orientation, and interpreting, which leads to greater tolerance for foreign 
contexts. But both approaches have in common the culture that is related to 
ethnic, national, religious and linguistic differentiating elements [5].
In the educational field the more intense preoccupation with the 
phenomenon of interculturality after 1990, with the cancellation of the 
communist bloc in Europe and the imposition of a market economy in the 
world, marked the change from the dominant dichotomy of multiculturality 
between self and foreign to the focus on exchange and reciprocity. 
Multiculturalism in science of education is reflected in the pedagogy of 
foreigners who have only the compensatory nature without blurring the 
differences between people with different cultural backgrounds and in foreign 
pedagogy in the foreground there was the acquisition of knowledge about the 
foreign-context. Interculturality changes the perspective. The difference isn’t 
considered anymore a lack and a criterion of segregation, but it is a natural 
fact of the pluralistic society.
The intercultural education aims to raise awareness of children, youth 
and even adults of cultural / linguistic diversity, of alterity, through different 
forms of learning and lifelong training. The formal school context can 
contribute substantially to the awareness of cultural and identity differences 
and to their understanding through the intercultural dialogue which is 
mediated by the teacher, a phenomenon that can’t be done in the social every 
day and in the professional environment, where the most important are the 
experiences, but which remain unexplained. Interculturality implies 
interaction, 
cooperation, 
interdependence, 
consensus, 
processuality, 
integration, building, negotiation, and unity in diversity, dynamism, 
metacommunication, emotional intelligence, with a word dialogue. Education 
has the responsibility not only to provide knowledge but also to transmit 
values, habits and beliefs for the perpetuation of cultural and ethnic identity, 
to form a durable structure, such as a “
habitus
”, which is bearing the 
characteristics of a particular human group. So the school has a dual mission: 
the transmission of the general cultural knowledge, which is focused on useful 
knowledge, and the reproduction of the culture, to ensure coherent and 
cohesive, that is a homogenous group of a human. If in a homogenous cultural 
context the two functions are performed naturally, the multicultural context 

289 
certainly raises problems in both situations, but especially in the reproduction 
of the cultural matrix. Here comes the intercultural education which aims at 
recognition, acceptance and appreciation of different cultural matrices, which 
are temporarily present in school context. The fundamental means of 
achieving these goals is through dialogue which by its dynamic, 
confrontational nature stimulates the openness, the comparison, the 
relativization of ideas and perspectives; it raises the degree of sensitivity to 
what is different and foreign [6]. 
The understanding in intercultural communication process is 
fundamental. It is always linked to certain factors: the social-cultural context 
with its specific traditions, norms and values; individual experience in the 
socio-cultural context of the origin; school climate [7]. 
Considering the communication as the language use in order to 
understand each other, in the intercultural communication two competences 
would be necessary – competence in the mother tongue and in the culture of 
origin and competence in the foreign language and culture. In the intercultural 
process it can be seen easily that because of a persistent anchorage in only 
one culture (usually in the native culture) the probability to develop 
conflicting situations is higher, therefore, the dialogue should be stimulated 
and promoted. 
 
Literature 
1.
Berry, J 1997, Immigration, Acculturation and Adaptation Applied Psychology: An 
International Review, vol. 46. - no.1. - P.5-68. 
2.
DuPraw, Marcelle E & Axner, M 1997 ‘Working on common cross-cultural 
communication challenges. Toward a More Perfect Union in an Age of Diversity: A Guide 
to Building Stronger Communities through Public Dialogue, viewed 12 March 2015 
3.
Stonehouse, A 1991, Opening the doors: childcare in a multicultural society, 
Australian Early Childhood Association, Canberra 
4.
LeBaron, M 2003 Cross-Cultural Communication in Beyond Intractability 
Knowledge Base Project, University of Colorado, Boulder, USA retrieved from 
http://www.beyondintractability.org/essay/cross-cultural-communication 
5.
James, R 2016, Cross-Cultural Communication, EMBRACE 
6.
Rothwell, I D, In the company of others - an introduction to communication, 
Oxford University Press, USA 
7.
 
Cultural Connections Booklet, Child Professional Support Coordinator 
 
Түйін 
Бұл мақалада мультилингвизмнің мәдениетаралық коммуникацияның дамуына 
әсер ету факторларына шолу жасалады. 

290 
Резюме 
В данной статье представлен обзор факторов влияния мультилингвизма на 
развитие межкультурной коммуникации.

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