The article considers educational technologies of dialogic interaction in combination with coaching skill-set of core competencies for education of poly- / multiculturalism of future teachers of foreign languages, including languages for specific purposes. Poly- and multi-culturally marked components in the structure and content of educational material during the instruction and acquisition of foreign language competence by students are seen mandatory for successful intercultural communication in the future. The study emphasizes the inextricable link between the formation of poly- / multicultural personality with the development of students’ skills as to independent search for new knowledge; skills and abilities to extract valuable concepts from foreign texts; and awareness and transformation of such values into students’ own meaningful life situations. The key objectives link to the importance of culture studies approach in poly- / multicultural education, including sociocultural portraits of countries and peoples, which languages are under focus of mastery and communication, their cultural heritage, as well as history, value-oriented approach in poly- / multicultural education, and problem-solving tasks for integration of interdisciplinary knowledge, skills and abilities. Dialogic interaction is seen as an effective means to develop a poly-/ multicultural personality of students, who train to become future foreign language teachers and instructors, in the process of teaching and (self-) learning foreign languages. It is discussed the main components can be presented through the cause-and-effect chain. At first, the material should be presented in a problem-solving way with mastery of coaching technologies that stimulate reflexing and lead to culture, linguistic and cognitive awareness of students in general. Then, the continuous application of coaching technologies develops the personality and arrives at building up and cultivation of values, among which foreign culture values either become absorbed and assimilated, for polyculturalism, or respected when observed, for multiculturalism, correspondingly. Lastly, it is stated that it is not only the teacher in class, who introduces and presents the value-oriented material, but also the students, who engage in a group/ team and eagerly respond to value upbringing and awareness-growing questions of their teacher / instructor. These components ultimately result in enrichment of value-oriented experience of students in the course of mastering a foreign language and modeling students’ language and non-language behavior with certain guarantee of acquired universal values.

У статті розглядаються освітні технології діалогової взаємодії у поєднанні з коучинговими компетенціями для виховання полі- / мультикультурності майбутніх викладачів іноземних мов, фахових мов у тому числі. Полі- / мультикультурно-марковані складові у структурі та змісті навчального матеріалу під час набуття студентами іншомовної компетенції є обов’язковими компонентами успішної міжкультурної комунікації в майбутньому. У дослідженні підкреслюється нерозривний зв’язок процесу становлення полі- / мультикультурної особистості студентів з розвитком їхніх умінь самостійного пошуку нового знання, умінь і навичок вилучати ціннісні смисли з іншомовних текстів, їх усвідомлення та перетворення на власні смисложиттєві ситуації.