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Transcultural Approach To Teaching English As An International Language: Goal Setting
The article introduces “transcultural communicative competence” as a fundamental methodological category in the framework of transcultural approach to English language education. Based on critical literature review, the paper identifies the key geopolitical and linguistic prerequisites for the emergence of transcultural approach, mainly cultural and linguistic glocalization, the World Englishes Paradigm conceptualization, increasing academic interest in the notions ‘translingualism’ and ‘transculturalism’. In spite of the growing academic interest to the issue, there is still lack of substantiation of transcultural approach around the globe and in Russia. To contribute, the authors elaborate on transcultural approach distinctive characteristics that, as opposed to intercultural approach, which focuses on cultural integration leading to gradual convergence and world’s universalization, promote cultural divergence and students’ ability to transit across several linguacultures without losing their own unique cultural identity. As a result of the study, the article presents the authors’ definition of transcultural communicative competence as a core component of transcultural approach to English language teaching and its structure comprising cognitive (knowledge), operational (skills), and axiological components (attitudes and values). On the basis of the findings presented in the paper, further research will be directed at modelling other components of the system including content, principles, strategies and techniques as well as a course book to realize transcultural approach to teaching English as an International Language (EIL).