Abstract
Pedagogical conditions, most important for building cross-culture competence are reviewed. Structure of language para-environment and system of cross-cultural activities, as well as practical procedures promoting development of cross-culture competence of future interpreters are also described. Stated is that proctdures are based on actualization of subject experience of future interpreters as cross-culture mediators.
Keywords
- pedagogical conditions
- language para-environment
- educational interactive technologies
- cross-cultural dialogue
- subject experience
- module
References
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