The aim of the study is to investigate and analyse the Model of Intercultural Communicative Competence in the Primary Schools. The investigation is based on the theoretical approach – scientific literature analysis of Intercultural Communicative Competence is done. According to that the Model of Intercultural Communicative Competence and the Competence assessment in the Primary Schools' Foreign Language (English) Lessons (for students aged 12-14) has been made. The Model of Intercultural Communicative Competence comprises Linguistic competence, Sociolinguistic competence, Discourse competence, and Intercultural competence. The developmental model of intercultural sensitivity consists of Ethnocentric stage (denial, defence, minimization), and Ethnorelative stage (acceptance, adaptation, integration). Intercultural methodology for teaching foreign languages includes Intercultural comparison, Intercultural didactics, and Intercultural Language awareness. Assessment of Intercultural communication competence shows culture understanding: empathy toward other (target) culture, ability to observe and analyse a culture, ability to communicate in the foreign (target) language.

Relationship between clients and consultants reveals and develops during the process of communication, because then not only do people interact, but they also get to know each other. Consultants and clients influence each other by sharing information, emotions and feelings. By influencing each other, they change attitudes, feelings and behaviour in the process of consultation. These relations influence the moral state of both consultants and clients, and while interacting, they influence efficiency of consultant activity as well. This paper analyses relationship between consultants and clients, as well as defines both factual and interpersonal aspects of communication.

Dialogue (discourse) is the main indication leading us to the conclusion that mediation is constructive. Discourse, the main form of dialogue, allows to achieve a positive result of mediation – an agreement between the participants of the conflict, as well as to learn dialogue communication skills. The aim of this study is to determine the types of dialogue used in mediation, the usage of recognized dialogue, and to find methods for assessing the dialogue (discourse) skills that need to be taught to the participants of the conflict, as well as future mediators and to evaluate the effectiveness of mediation. The research was conducted based on the theoretical methods of analysis of modern concept of dialogue and empirical testing methods (using questionnaires) of the participants of the conflicts and future mediators. Methods of mathematical statistics were used, when processing and analysing the results of the questionnaires. As a result of this work, the types of dialogue used in mediation are identified; recommendations on the choice of components and barriers of dialogue to be considered by the mediator when training participants in the conflict and future mediators are made, as well as recommendations on assessment the effectiveness of mediation are offered.

In XX century, educational dialogue is researched as educational and pedagogical method. The rural music schools of Latvia are good basis for scientific investigation. The aim of the research is to study situation of the educational dialogue in Latvia rural music schools and to analyse pedagogical aspects and authority, constructing progressive environment in understanding between individuals. A two thousand year's dialogue shows perspective way for best communication and cooperation. Dialogue idea in XX century philosophical and pedagogical theories is analysed in M. Bbuber, M.M. Bakhtin, P. Freire and N.C. Burbules works, and they have played an important role in the development of dialogue theory as a pedagogical problem. Dialogical interaction can provide to higher motivation of ensemble play lessons and to solve transportation and large way distance difficulties in Latvia rural areas.

In our republic in the process of preparing students for professional activity one of the urgent tasks is considered to be the development of their professional speech. It is very important for todayʼs specialist to be competent, competitive and able to communicate effectively in his future activity. However, the main problem is the teaching of professional culture and the holistic development of professional communicative competences. The aim of the article is to develop recommendations and methodological guidelines to ensure the cultural communication of future professionals. In particular, the experiment proves that the student should feel the benefit of learning a foreign language in the future and get used to independent work on the subject, and gradually the motivation to learn the language will appear. The study highlights the role of foreign language teaching in the interdependence of ‘language – communication – profession – cultureʼ, the interdependence of language and culture in the development of language skills, the systematic approach to the study of professional terms. It is a well-known fact that students, in addition to acquiring lexical and grammatical knowledge of a foreign language, should also have a perfect command of the culture and values of their country and of the country where the language is learnt. In order to effectively implement the business communication situation in the classroom, it is desirable for the student to ‘understand the foreignerʼ, to study and master the culture of the foreign country, the accepted rules and values. While doing research, the methodological recommendations and instructions for the systematic organization of foreign language teaching are given.