The Peculiarities Of The Didactic Provision Of The Process Of Preparing A Future English And German Teachers For Intercultural Communication

Abstract

This article presents the author’s the peculiarities of the didactic provision in the preparation of future English and German teachers for intercultural communication. Recognizing the increasing importance of cultural competence in language education, the study investigates various teaching methods employed in teacher training programs. A mixed-methods approach was utilized, incorporating quantitative assessments and qualitative feedback from 30 participants. Results indicate a significant enhancement in both knowledge and confidence regarding intercultural communication skills following the implementation of interactive workshops, case studies, and role-playing exercises. Participants expressed a strong preference for experiential learning strategies, emphasizing the need for real-world scenarios and language immersion. The findings suggest that effective didactic provision not only equips future educators with essential intercultural skills but also fosters a more inclusive and culturally responsive classroom environment.