FORMATION OF MULTICULTURAL COMPETENCE IN THE STUDY OF UKRAINIAN AND WORLD GEOGRAPHY

This article analyzes the methodological aspects of multicultural competence formation in the study of geography of Ukraine and the world. The article systematizes the content of school geography curricula in the context of studying the ethno-linguistic picture of the world and the tasks of forming multicultural competence and its component - ethno-linguistic comprehensiveness. The article shows the important role of the practical component of ethno-linguistic competence in the formation of skills and abilities for successful communication in society, including in the process of intercultural interaction. In the problem of forming students' ethno-linguistic competence in the study of school geography courses, several aspects are distinguished: didactic, methodological and content. This publication focuses on the analysis of the content of school geography curricula in the context of teaching the ethno-linguistic picture of the world and the tasks of forming ethno-linguistic competence. The conditions for the formation of ethno-linguistic competence of students are created in almost all school geography courses from grades 6 to 10. The ethno-linguistic picture of the world and Ukraine can be most fully and systematically revealed in sections and topics directly related to the population. In topics related to the economy, environmental activities, and country characteristics, ethno-linguistic knowledge is formed mostly in a fragmentary way in the context of other topics. In grade 6, students begin to learn about peoples and their cultural and linguistic characteristics. For the first time, students are introduced to the key races of our planet, studying their appearance and the geography of their distribution within individual continents. Considerable attention is also paid to the most numerous peoples of the world, and to the peculiarities of economic and cultural activities of the world's peoples. In grade 7, when studying the geography of continents and oceans, in addition to physical and geographical aspects, considerable attention is paid to socio-economic aspects, in particular, the peculiarities of ethnic, linguistic and economic division of the population and its adaptation to living conditions in different parts of the world. In grades 8 and 9, the largest number of topics is allocated to mastering the peculiarities of the ethnic and linguistic composition of the world's population, Ukraine and the native land. In the 10th grade geography course, the formation of students' ethno-linguistic competence continues and is consolidated in the context of studying individual regions and countries of the world, geographical area studies. By the end of the geography course, students should have acquired basic ethno-linguistic knowledge and developed a tolerant attitude toward representatives of other races and peoples of the world. The formation of multicultural and its component ethno-linguistic competence of students plays an important role in the development of their personality, worldview and life values, contributing to the formation of civic position and humanism. The practical component of ethno-linguistic competence involves the development of skills and abilities to communicate successfully in society, including in the process of intercultural interaction.