MEDIATING CULTURAL BEHAVIOUR IN THE TRAINING OF INTERNATIONAL CHINESE LANGUAGE EDUCATION MAJORS IN RUSSIA: A PEDAGOGICAL MODEL AND TEACHING STRATEGIES

Abstract

The article treats cultural mediation as a professional practice in the training of international Chinese language education majors in Russia. It is distinguished from translation, the presentation of cultural facts, and the avoidance of disagreement. The proposed model draws on intercultural language education, CEFR mediation descriptors, discourse-based research, and studies of Chinese language teaching in Russia. It includes five interrelated actions: identifying a communicative difficulty, decentring, contextualising, reformulating, and coordinating further interaction. The article also outlines a four-stage teaching cycle and a rubric for formative assessment. Critical incidents, comparative discourse analysis, localisation of teaching materials, role-based tasks, and reflective microteaching are considered as possible means of developing these actions. Since the model has not yet been tested empirically, it should be regarded as a framework for further pedagogical research rather than as a validated technology.