CONCEPTIONAL PECULARITIES OF HIGH SCHOOL EDUCATORS’ TRAINING FOR CROSS-CULTURAL COMMUNICATION
Economic globalization has led to further communication between individuals from different cultures, which resulted in the necessity to search for ways to settle probable disagreements and conflicts born out of evident cognitive dissonance. The lack of knowledge through insufficiently shared conscience and existing stereotypes and warped ideas of activities of an individual from a different culture can explain this fact. The growing tendency for intercultural relationships in and outside the country and the Policy which the Government has been pursuing in line with that, whose focus is to intellectualize knowledge and to develop cross-cultural ties, demonstrate that one of the essential functions of education systems is to ease barriers to cross-cultural communication. Therefore, a tertiary educators' task is to shape a creative personality ready to effectively communicate interculturally on different levels: verbal, non-verbal, perceptive. However, the main issue today is teachers who are not linguists are not prepared for the type of communication requiring a shared conscience with an individual from a different culture and a different language background. This is specifically evident through contradictions within society. For example, non language students require teaching their professional course in a foreign language, while the non language educator cannot teach the course through having no skills to fluently deliver information related to the professional field. Therefore, the ease of barriers to cross-cultural communication takes developing tools which can adapt non language tertiary educators to a dialogue and polylogue in a foreign language. The article deals with pressing issues of building an infrastructure and high-technology environment which help to teach tertiary educators to effectively interact with individuals from a different culture on an everyday, professional and scientific levels. It suggests a multi-level model, whose core is English language constructions, for teaching educators. The choice of the language is based on its being a common international tool of cross-cultural communication.