The chapter argues that the contemporary educational process in the field of intercultural communication is largely determined by the fact that we are witnessing the blurring of the boundaries between the real and virtual worlds, which is due to rapid developments in information and communication technologies. The chapter emphasizes and reveals the importance of language education as a key component in the formation of specialists in intercultural communication, on the formation of a multicultural linguistic personality. The authors argue that the unfolding processes in education are changing the very environment of intercultural communication, providing new opportunities for learning, and also changing the very paradigm of educational competence of specialists in intercultural communication. To address the gap existing in the contemporary scholarship, the authors present and describe our model of the digital linguistic personality.
Top1. Introduction
The very rapid development of digital technology fundamentally affects various areas of society. We are observing the emergence of a single digital space that provides constantly multiplying opportunities for growing communication both within social structures conditionally united by one culture and between representatives of different cultures (Orton-Johnson & Prior, 2013; Barbero, 2009). This phenomenon, among other things, also overlaps with the relentless processes of globalization and growing regional integration (Li & Jung, 2018; Cádima, 2017). More than ever, the world has truly become global, thanks in large part to the widespread development of digital technology. The processes of digitalization and integration also cover the sphere of education. As the contemporary research shows they are systemic and accelerating (Emejulu & McGregor, 2019; Williamson, 2016). Higher education institutions themselves are accelerating to create digital educational environments (Borba, Chiari, & de Almeida, 2018; Schmid & Petko, 2019); and professional standards for the preparation of bachelors and masters emphasize digital knowledge and skills as a necessary component (Beblavý, Fabo & Lenearts, 2016; Car).
The modern educational process in the field of intercultural communication is largely determined by the fact that we are witnessing the blurring of the boundaries between the real and virtual worlds (Uzun, 2012; O’Mara & Harris, 2016; Davis, Cho & Hagenson, 2005). Theoretically and practically, everyone has the opportunity to receive online education (both professional and additional) with the help of online resources, without even leaving home. Many universities offer complete educational programs involving a bachelor’s or master’s degree without a physical visit. Thus, virtual (digital) space is becoming an effective tool for accelerating intercultural communication (Shuter, 2012; Piątkowska, 2015). We can safely note that the emergence of innovative approaches to teaching foreign languages is largely the result of the emergence of tremendous opportunities for using virtual (digital) language space. In addition, the training of specialists in intercultural communication is a strategic task at the state level, as it is directly related to foreign policy and foreign economic relations (Verdú et al., 2005; Corriero & O’Doherty, 2013).
In our opinion, intercultural communication can be considered as a process of verbal and non-verbal communication. In the context of educational processes, which are greatly influenced by digitalization and the expansion of communication capabilities (O’Dowd & Lewis, 2016), we should speak primarily about those who are involved into teaching foreign languages. They are cultural representatives who possess both the expertise and experiences of establish successful intercultural communication. Second, we should focus on students studying foreign languages and developing their own understanding of a foreign culture.
This paper addresses the existing gap in the scholarly literature by providing a conceptual analysis of intercultural communication in digital education. After conducting a careful review of such concept as “multicultural linguistic personality” and “digital competence,” we outline our model used to analyze the concept of “digital linguistic personality”. In our opinion, the model can be used as a theoretical basis for the training of specialists in linguistic specialties in the field of intercultural communication.