The Problems of the Linguistic Approach in Multicultural Education: Foreign Experience

The relevance of the study stems from the spread of globalization processes on our planet, which is the most important trend in the development of modern world. From the point of view of the sociocultural development of societies and states, globalization is realized in the deepening of multicultural processes that provide for social harmony in a multicultural environment – from educational systems to people's workplaces, revealing their mutual respect and harmonious adaptation to the cultural characteristics of representatives of nations and states, thus forming a relatively new phenomenon – multicultural identity.
The interdisciplinary study develops the problems of the linguistic approach in multicultural education in the context of foreign experience. The study uses a theoretical analysis of the problem field of psycholinguistic, pedagogical research, the concept of functional asymmetry of the human brain hemispheres, as well as a synergistic approach, priming effect, the psychological effects of subjective semantics, the phenomenon of sound symbolism.
The focus of the study is on the most important scientific problems related to certain language/linguistic factors, which on the one hand contribute to, and on the other hand hinder, the educational process in the context of multicultural education.
A wide range of important psycholinguistic, pedagogical facts, theories, concepts and hypotheses related to the study, teaching and use of foreign languages is analyzed: the concept of universal grammar of N. Chomsky; neuropsychic conflict of communicative experience in the context of mastering and using native and foreign languages, which can lead to learned helplessness; the influence of language on people's perception of the world, which is expressed in the concept/hypothesis of linguistic relativity; the principle of "linguistic asymmetry"; facts that the study and use of foreign languages can lead to a certain transformation of the moral aspect of human behavior and thinking.
It is argued that if the use of a foreign language can, under certain circumstances, negatively affect the value-moral aspect of a person’s behavior and thinking, then this problem can be solved thanks to the developed approximate-analytical method of learning English. This method presupposes the process of learning a foreign language as a native one, which involves the convergence of the verbal networks of the foreign and native languages to the degree of their mutual penetration.