Multicultural Education in Foreign Language Teaching: Task-Based Approach

The aim of this paper is to propose a methodological framework for incorporating multicultural education into foreign language teaching using a task-based approach. The paper presents three objectives for achieving this aim: (1) investigate the role of multicultural education in foreign language teaching (FLT); (2) examine the effectiveness of task-based approach in promoting intercultural competence and understanding in FLT; and finally (3) provide recommendations for the integration of multicultural education into FLT in Ukraine, based on the findings of this study. The study presents a literature review of the role of multicultural education in foreign language teaching, which emphasizes the need for learners to develop intercultural competence alongside language proficiency. The effectiveness of task-based language teaching (TBLT) in promoting intercultural competence and understanding is also discussed, with several studies suggesting that TBLT can be an effective approach for promoting intercultural competence among learners. The findings discuss a study conducted in Ukraine, which investigated the integration of multicultural education into foreign language teaching using a task-based approach. The study found that incorporating multicultural education into TBLT can enhance learners' intercultural competence and understanding, as well as their motivation to learn the language. The paper brings to light several recommendations for the integration of multicultural education into foreign language teaching in Ukraine and other countries, including the use of authentic materials and tasks, the promotion of collaboration and interaction among learners from different cultural backgrounds, and the incorporation of reflection activities into the curriculum. In conclusion, it is proposed to consider a methodological framework for incorporating multicultural education into foreign language teaching using a task-based approach. The study findings suggest that TBLT can be an effective tool for promoting intercultural competence among learners, and that the integration of multicultural education into TBLT can enhance learners' motivation to learn the language. The recommendations provided can serve as a guide for foreign language teachers in Ukraine and other contexts who wish to incorporate multicultural education into their language teaching practice.