APPROACHES TO ORGANIZING MULTICULTURAL EDUCATION IN SECONDARY SCHOOLS IN EAST ASIA

The article highlights the importance of implementing multicultural education for the education of multiethnic students in the educational system of Asian countries and their further socialization in response to the significant increase in foreigners choosing Asian countries as their place of residence. The article examines the approaches of three Asian countries (Japan, South Korea, and Taiwan) to deepening the understanding of national diversity as globalization trends become increasingly noticeable in society. It is found that approaches to multicultural education are similar in South Korea and Japan. In these countries, most of the measures to develop multiculturalism concerned the introduction of programs for the assimilation of the language of minorities and migrants into the Korean and Japanese languages and culture. While in Taiwan, the policy of multiculturalism is considered a necessary condition for a democratic society. Since it is recognized as the basis of the cultural rights of the population of East Asian countries. The curriculum of multicultural education in Taiwan focuses on recognizing individual values and preferences and developing the potential of each individual. This approach is significantly different from Korean and Japanese. Attention is focused on the fact that the insufficient development of multicultural education complicates the daily life of multiethnic youth, violates their rights to education, and hinders their further professional development. The author highlights critically significant problems in the development of curricula for multicultural education and support programs for teachers working with multiethnic students. The issue of the importance of multicultural education is considered in the context of the need to improve the process of learning a foreign language as its crucial component.