Priority determinants of formation of intercultural competence in the dimension of basic secondary education

The article describes the priority determinants of the formation of intercultural competence in the dimension of basic secondary education. The essence of the concepts of «competence», «competence approach» is clarified. The phenomenon of intercultural competence is defined as the ability of an individual to carry out effective communication in an intercultural context. Attention is focused on the fact that intercultural competence is based on knowledge, skills, experience of intercultural communication, readiness and desire to communicate with representatives of countries of the world and personal qualities. The reasons for knowledge of a foreign language as a means of intercultural communication and adequate interaction with representatives of other cultures are highlighted. The regulatory and legal documents that regulate the study of a foreign language in general secondary education institutions are analyzed. The determinants of optimization of intercultural communication are presented: acquaintance with advanced developments in theories of intercultural communication by foreign and domestic scientists; caused by global integration processes, in particular European integration, effective transformation of all spheres of life of Ukraine; the process of integration of Ukrainian society into the world community; the need for a comprehensive study of the socio-political, economic and cultural achievements of the countries of Europe and the world in order to reasonably implement them in Ukrainian society. The determinants of the formation of intercultural competence in the dimension of basic secondary education were identified: globalization, internationalization and integration of education, democratization of education, continuity of education and lifelong learning, humanization of education, openness of education, expansion of academic freedoms of participants in the educational process and flexibility in learning, use of technologies in education, development of creative abilities and disclosure of the potential of the individual. The axiological position of a foreign language teacher in the formation of intercultural competence in the dimension of basic secondary education was clarified.