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Faced with increased global migration, there is a growing concern that social workers need more training in- and knowledge of culture and ethnicity. These understandings have come to influence research, education, practice, codes of ethics and organizational policy, constituting a multicultural discourse within the field of social work. Social workers are expected to have cultural competence, and exercise cultural sensitivity in their practice. However, a clear and consistent understanding of what it means to be culturally competent or culturally sensitive is missing, and there seems to be little consensus in how to define and apply these concepts, both within research and practice. The aim of this qualitative evidence synthesis is to synthesize what previous empirical research reports about social workers' understandings and experiences when operationalizing the concepts into practice. Through data-based and a manual journal search, 12 qualitative empirical studies were included in the synthesis. Our analysis describes four main challenges in the studies' efforts to operationalize the cultural concepts in social work practice: 1) Who to define as culturally diverse service-users; 2) What aspects of culture to consider in the encounters with culturally diverse service-users; 3) How to consider and approach these aspects of culture, and 4) the capacity to work in a culturally appropriate manner within the organizational context where this work is undertaken. The literature acknowledges these challenges to varying degrees. We summarize the four challenges in a model, and argue that the model can be useful in further awareness-raising, development and integration of our understandings of cross-cultural social work. By depicting the essential questions of who, what, how and where to employ the concepts into practice, we aim to assist scholars, practitioners and educators to help navigate the multifaceted landscape of culture and social work.

In accordance with the European parameters of professional training of the new formation of educators, it is mandatory to emphasize the problem of forming in the future teacher the basic competencies of modern human, including an ethnocultural one. The value of this format of professional training is the focus of competence-oriented content of education on the formation of life and worldview of the future teacher, as well as his/her professional self-development. Ethnopedagogical component of training of future bachelors of natural sciences is of particular importance in the implementation of the concept of specialized training in high school and is one of the indicators of professional readiness to implement the multicomponent component of the content of modern natural education. Ethnopedagogy as a component of modern pedagogical science is a powerful resource for the formation of general cultural competence of the future teacher, which reflects a certain level of his/her professional readiness for teaching in the context of interaction of natural and social environments, to emphasize semantic and ideological aspects, to highlight the dominance of new values.

У статті доведено, що формування комунікативної компетентності нерозривно пов'язано як із соціокультурними, так і з лінгвокраїнознавчими знаннями. У структурі соціокультурної компетенції описано такі складові: країнознавча, лінгвокраїнознавча та соціолінгвістична компетенції. У статті автори теоретично обґрунтували доцільність використання певних дидактичних методів, прийомів і форм роботи на заняттях з іноземної мови у ВНЗ, що забезпечують формування соціокультурної компетенції студентів. ; The social and cultural competence is regarded as a part of communicative competence. It is shown that the formation of communicative competence is inextricably linked with both social-cultural and linguistic knowledge. Within the social and cultural competence structure the following components such as the country studies, the linguistic and sociolinguistic competence are distinguished. Students' social and cultural competence is defined as their adequately interpretation of social and cultural information (newspaper and magazine articles). The authors prove that among most effective ways of students' social and cultural competence formation are: usage of authentic texts; periodic monitoring of knowledge and skills that make up the content of social and cultural competence; restructuring of foreign language learning process, spending training time to study the particularities of speech etiquette and non-verbal behavior. The analysis of sources of literature and our own teaching experience permit us to distinguish means of students' social and cultural competence formation. The first of them is organizing at the lesson a conversation about the perculiarities of usage of social relations markers, expressions of folk wisdom in modern literary language and the language of other styles. The powerful source of social and cultural information is artistic, scientific and journalistic literature. Practice shows that a teacher selecting authentic sources for reading must take into account the field of students' training and their professional interests. An extremely effective factor is scientific articles written by leading economists of the world, Nobel laureate in economics, academics and politicians. Among effective means are reading articles in leading international online newspapers and publications, scientific conferences. A teacher should pay attention to listening (methodically adapted) material, illustrating the usage of social relations speech markers, expressions of folk wisdom, dialects and accents of modern foreign language study. Role-playing games, exercises on identification, differentiation, transformation, substitution, making over-phrasal unity are also among effective means. Project work methods, a wall newspaper or a computer magazine, writing articles, reports at the classes of foreign language at high school for students' social and cultural competence formation are theoretically proved in this article.

Background: The evidence is mixed regarding the efficacy of cultural competence curricula in developing learners' knowledge, attitudes and skills. More research is needed to better understand both the strengths and shortcomings of existing curricula from the perspective of learners in order to improve training. Methods: We conducted three focus groups with medical students in their first year of clinical training to assess their perceptions of the cultural competence curriculum at a public university school of medicine. Results: Students evaluated the informal curriculum as a more important source of learning about cultural competence than the formal curriculum. In terms of bias in both self and others, the cultural competence curriculum increased awareness, but was less effective in teaching specific interventional skills. Students also noted that the cultural competence curriculum did not always sufficiently help them find a balance between group-specific knowledge and respect for individual differences. Despite some concerns as to whether political correctness characterized the cultural competence curriculum, it was also seen as a way to rehumanize the medical education experience. Conclusion: Future research needs to pay attention to issues such as perceived relevance, stereotyping, and political correctness in developing cross-cultural training programs. © 2006 Shapiro et al; licensee BioMed Central Ltd.

Авторы представленной научной статьи подробно рассматривают модель формирования социокультурной компетенции у обучающихся педагогического вуза, отмечая ее необходимость и исключительную пользу как для изучения и практического применения иностранного языка, так и для всестороннего и гармоничного развития личности. В настоящем исследовании авторы знакомят читателя с разработанной ими моделью формирования социокультурной компетенции, состоящей из 5 компонентов (методологического, содержательного, диагностического, процессуального и результативного). Так как социокультурная компетенция формируется в рамках социокультурного подхода, то в работе приводится и краткое описание этого подхода, а также основополагающие принципы, присущие ему и являющиеся руководящими для процесса обучения, построенного на данном подходе. Рассматривается лингвострановедческое чтение, дается его определение и описываются ключевые особенности. Авторы отмечают организационно-педагогические аспекты обучения лингвострановедческому чтению, знакомят читателя с самостоятельно разработанным методическим комплексом, состоящим из заданий и упражнений для чтения, цель которого состоит в формировании и дальнейшем развитии навыков и умений лингвострановедческого чтения. Апробирование данного комплекса осуществилось в рамках специально проведенного для этого педагогического эксперимента, в результате которого комплекс подтвердил свою эффективность. На протяжении всей работы формируются промежуточные выводы и итоги, а в завершении делается заключительный вывод.
The authors of the article consider in detail the model of the formation of socio-cultural competence at pedagogical university students, and stress its necessity and exceptional benefit both for the study and practical application of a foreign language, and for the comprehensive and harmonious individual development. The study presents the model of formation of socio-cultural competence developed by the authors. It consists of 5 components (methodological, substantive, diagnostic, procedural and resultant). Since the socio-cultural competence is formed within the framework of the socio-cultural approach, the work also provides a brief description of this approach, as well as the basic principles inherent in it and guiding the learning process based on this approach. The article considers the linguistic and cultural reading, gives its definition and key features. The authors note the organizational and pedagogical aspects of training that contribute to the effective process of formation of socio-cultural competence, give a set of exercises and tasks developed by them, aimed at the formation and development of linguistic and cultural reading skills. As part of this study, the authors conducted a pedagogical experiment, during which the developed set of exercises and tasks was tested, which confirmed its effectiveness. Throughout the work, intermediate conclusions and results are formed, and at the end of the final conclusion is made.

It is critically important to foster a resilient Deaf and hard-of-hearing (Deaf/HH) population empowered to act in a pre-event phase before and respond during and after critical large-scale public health emergencies. Standard all-hazards emergency preparedness risk & response communication efforts don't always reach people with barriers relating to literacy, language, culture or disability. This is a significant problem given that there is a growing body of evidence of higher risk during disasters for injury, death, property loss for 32 million Deaf/HH Americans and for 90 million Americans with low-literacy skills. It is beneficial to use a participatory, community-directed approach to improve all-hazards preparedness capacity for the Deaf/HH. This dissertation is in a three-paper format. Part I, a literature review, systematically examines all-hazards emergency communication access for the Deaf/HH during large-scale disasters with an eye towards maximizing emergency preparedness capacity within the Deaf community. The literature review does not simply examine lessons learned from any access issues that have been documented in previous disasters but also reviews the peer reviewed and gray literature (non-peer-reviewed literature, often non-published reports) to determine the need for interventions or systemic change on a policy-level. By identifying the scope and magnitude of the problem, this literature review is a stepping stone for Parts II and III, which aim to develop best practices for educational outreach and training for first responders. Part II is a program evaluation utilizing mixed methods of a training program for law enforcement officers at the scene of domestic violence (DV) emergencies involving the Deaf/HH. A program evaluation of cultural competency training for the Deaf/HH has never been published, to my knowledge, despite several available trainings for first responders or medical professionals and students nationally (Appendix 1). Once trainings are developed, standardized and shown to be beneficial, they can be distributed to Deaf/HH audiences and/or first responders, which can sustain longer-term development efforts that might mitigate the impact of future emergencies or improve the quality of life/infrastructure on broader levels. Part III is a qualitative exploration of barriers, attitudes, perceptions, and knowledge of law enforcement and first responders regarding working with the Deaf/HH in an emergency. Specific abstracts for each Part can be found in the corresponding section. The closing section provides a summary of policy and legislative developments on a national level that are informed by Deaf/HH experts in emergency communication; these developments have implications for further research and practice to address disparities in emergency preparedness communication for the Deaf/HH.