Foreign Language Teaching: Content of Poly- And Multicultural Education

The paper considers foreign language teaching through addressing the issues of quality in education and highlighting
the significance of including certain methodologies connected with educating poly- and multicultural personalities in teacher
training processes. The mentioned anticipates changes to be made not only to the structure of teaching foreign languages in poly-
and multicultural education but also to the educational content. Therefore, what is discussed first relates to a huge dilemma on the
terrains of Ukraine, neighbouring and some post-Soviet countries in respect of wrong and/or misleading usage of the terms
‘polyculturalism’, ‘multiculturalism’, ‘polycultural education’, ‘multicultural education’, etc., as well as disconnection of major
researches in the clear differentiation among poly- and multicultural education, intercultural and cross-cultural communication and
so on. The paper scratches tentatively on the discrepancies identified in the foreign publications of Russian scholars, which might
have been built up on verified research data but fail to meet the factual reality as per surveys and questionnaires conducted by
independent trusted global agencies. The principal value of the work may associate with the objectives of poly- and multicultural
education described in the main body, and a list of expected qualities of a future foreign language teacher who is poly- and
multiculturally diverse and ready to face today’s challenges in a globalising world.