References
[1]. Abdallah-Pretceille, M. (2017). L'éducation
interculturelle. Universitaires de France, France. https://doi.
org/10.3917/puf.pretc.2017.01
[2]. Akpinar, K. D., & Mete, F. (2013). Domain of culture in
foreign language teachers' competency: A comparison of
Turkey and China. Journal of Educational Sciences
Research International E-Journal, 3(2), 91-106. https://doi.
org/10.12973/jesr.2013.326a
[3]. Alessio, M., & Baude, O. (2010). La diversité des
langues. Culture et Recherches, 124, (Pp. 4-5). Retrieved
from https://halshs.archives-ouvertes.fr/halshs-01184597
[4]. Arefyev, A. L. (2017). National and foreign languages in
the Russian system of education. Social-Political Research
Institution of the Russian Academy of Science. Retrieved
from https://docplayer.ru/52654187-Nacionalnye-iinostrannye-
yazyki-v-rossiyskoy-sisteme-obrazovaniya.html
[5]. Byram, M., & Planet, M. T. (1999). Social identity and the
European dimension: Intercultural competence through
foreign language learning. Council of Europe. Retrieved
from https://www.ecml.at/Portals/1/documents/ECMLresources/
identityE.pdf?ver=2018-04-25-103552-150
[6]. Byram, M., (1989). Cultural studies in foreign language
education. Multilingual Matters.
[7]. Canale, M., & Swain, M. (1980). Theoretical bases of
com-municative approaches to second language
teaching and testing. Applied linguistics, 1(1), 1-47.
[8]. CARLA. (2019). What is culture?. The Center for
Advanced Research on Language Acquisition, University of
Minnesota. http://carla.umn.edu/culture/definitions.html
[9]. Colles, L. (2013). Passing frontiers: Studies on
intercultural education and French language teaching.
Louvain University Press.
[10]. Council of Europe. (2001). Council for Cultural Cooperation.
Education Committee. Modern Languages
Division. Common European Framework of Reference for
Languages: learning, teaching, assessment. Cambridge
University Press.
[11]. Crozet, C., Liddicoat, A., & Lo Bianco, J. (1999).
Striving for the third place: Intercultural competence
through language education. Striving for the Third Place:
Intercultural Competence through Language Education,
181-190.
[12]. Demirel, Ö. (2003). Foreign language education in
Turkey in the context of European Union integration process.
Language, Culture and Civilisation, 239-249. Hacettepe
University, Ataturk and Revolution History Institute.
[13]. Girardet, J. (2011). Teaching French as a foreign
language according to an action-based approach: some
methodological propositions. Conference: Actes du
XIIème colloque pédagogique de l'Alliance française de
Sao Paolo, Brasil: Aliança Francesa São Paulo. Retrieved
from http://aliancafrancesa.com.br
[14]. Gunday, R. (2013). Sociolinguistic approach to
foreign language teaching in terms of multilingualism and
multiculturalism. Turkish Studies – International Periodical
for the Languages, Literature and History of Turkish and
Turkic, 8(10), 313-330.
[15]. Köşker, G., & Gülmez, G. (2018). The role of the
teacher in building intercultural communication skills in
foreign language teaching: Teachers' views with examples
from France and Turkey. Journal of Qualitative Research in
Education, 6(1), 157-171.
[16]. Mckay, S. L., & Homberger, N. H. (2010).
Sociolinguistics and language education. Multilingual
Matters.
[17]. Neuner, G., Parmenter, L., Starkey, H., and Zarate, G.
(2003). Intercultural competence. University of Durham
Language Policy Division DG IV – Directorate of School,
Out-of-School and Higher Education Council of Europe.
Retrieved from https://rm.coe.int/16806ad2dd
[18]. Oaster, B. (2017). Understanding culture is key to
unlocking language. Day Translations. Retrieved from
https://www.daytranslations.com/blog/understandingculture
[19]. Puren, C. (2006). Common European framework of
reference and methodological reflection: retaking the field
- teaching of languages and cultures. Association of
Professors of Living Languages. http://www.aplvlangues
modernes.org//spip.php?article35
[20]. Russian Academy of Education. (2017). The Project of
scientific conceptualization of modernization of the
content and technologies of foreign language teaching.
Russian Academy of Education –Project of Modernization.
[21]. Russian Ministry of Education. (n.d.). The federal
national educational standards for primary and secondary
education. http://www.fgosreestr.ru
[22]. Russian Ministry of Education. (n.d.). Примерная
основная образовательная программа [Model programs for
primary and secondary education]. http://www.predmet
concept.edu.ru http://www.fgosreestr.ru
[23]. Sitarov, V. A. (2019). Education history in Russia: Post-
Soviet period. Problems of Pedagogy and Psychology, 2,
201-216.
[24]. Turkish Ministry of Education (n.d.). the Turkish Board of
Education and Council (TBEC). Foreign language
curriculums for primary and secondary education.
Retrieved from https://ttkb.meb.gov.tr http://mufredat.
meb.gov.tr/programlar.aspx
[25]. Turkish Ministry of Education. (n.d.). The basic law of
national education. Retrieved from http://www.mevzuat.
gov.tr/MevzuatMetin/1.5.1739.pdf
[26]. Useem, J., Useem, R., & Donoghue, J. (1963). Men in
the middle of the third culture: The roles of American and
non-western people in cross-cultural administration.
Human Organization, 22(3), 169–179. https://doi.org/
10.17730/humo.22.3.5470n44338kk6733
[27]. Windmüller, F. (2011). French as a foreign language:
cultural and intercultural approach. Paris: Belin.
[28]. Zarate, G. (2004). Cultural mediation in language
learning and teaching. European Centre for Modern
Languages.
