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The paper examines the didactic potential of communication technologies in multilingual education.
To study in detail the notion of communication technologies, the authors consider notions such as “communication”, “intercultural communication” and “educational technologies”. The authors define communication technologies, in terms of multilingual education, as a learning process aimed at providing students with intercultural communication skills; intercultural communication in two or more languages with respect of communication rules, interests of the parties involved and the principles of ethics; as well as mutual understanding, new knowledge acquisition and an exchange of experience and knowledge.
The authors suggest a classification of educational technologies in terms of communication in order to identify their features (consistency, construction of algorithms, the possibility to duplicate, reproduce, assess and integrate, comprehensiveness and predictability of learning outcomes) and functions.
The experimental part of the research project aimed to determine learners’ attitudes about the use of communication technologies when learning two or more foreign languages and to analyze students’ creative works revealing the didactic potential of communication technologies in multilingual education which consists in the following: immersion into the values of a multilingual and multicultural society; expansion of self-identification as the representative of a specific nationality and advanced knowledge about the culture of target languages; values acquisition by interaction partners; familiarization with humane, egalitarian and tolerant ways of living; formation of a values-based attitude to one’s home country and culture, linguistic and cultural differences, other nationalities and self with a view to developing an ethno-cultural and sociocultural identification.
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