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ENGLISH AS A TOOL FOR CROSS-CULTURAL COMMUNICATION O INGLÊS COMO UMA FERRAMENTA PARA A COMUNICAÇÃO TRANS- CULTURAL EL INGLÉS COMO HERRAMIENTA DE COMUNICACIÓN INTERCULTURAL

The ability to speak one language is considered insufficient for successful career development. It is believed that speaking more than one language can deliver economic growth of the country. Integration and globalization in education set new educational standards for future professionals. The study is relevant due to the significance of the English language in various spheres of activity. The development of the intercultural communicative competence is the main objective of educational institutions all over the world and international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organization for Economic Co-operation and Development (OECD). English as an international language is considered by the author as a tool for cross-cultural communication. The main aim of the research work is to identify the concept of cross-cultural communication as a part of intercultural communication competence. The authors reveal potential challenges in language learning and give different approaches to successful language acquisition. The case study of the USA as one of the multi-ethnic countries in the world deserves examining. The system of education in the USA takes leading positions in the matter of modernization and reformation. Fundamental principals in English as a foreign language/ English as a second language learning reflect the well-organized system ensuring the development of tolerance, respect for the representatives of different ethnic groups, their cultures, beliefs and values, thus, providing efficient intercultural communication.


Introduction
Language as a means of communication, as well as an effective tool for education, helps a person to gain knowledge in different areas of study. The image of a successful person of the XXI century is based on multitasking. Every candidate is supposed to show the ability to hold American English, in spite of the way that most of English speakers comes from these nations.
As they would see it, understudies ought to gain proficiency with the English language tongues spoken in the nation of the English as a second language speaker (MATSUDA, 2017).
The USA is a country with a global populace. In 2000 -2017, the number of inhabitants in the nation expanded by 15% from 282, 2 million individuals to 325, 3 million individuals.
The population consists of different ethnic groups: White, Black, Hispanic, Asian, American Indians and Alaska Natives, Pacific Islanders, representatives of two or more races and others.
Coexistence of diverse nationalities is impossible without tolerance and respect for people and their culture. The English language acts as the link for successful communication. That is why the USA as a multinational and multicultural country is worth studying.

Methods
Essential hypothetical chiefs of our investigation were set up with the assistance of the examination of the works by Byram (1994), Byrnes (2002) We based our study on the following research methods: • A graphic strategy for perception and order of the explored material; • A system arranged examination of writing just as government and non-government official papers, codes, plans and reports on the issue.

Results and discussion
Challenges of learning the language through culture As the main objective in teaching English as a foreign language is the development of intercultural communication competence, a teacher faces the challenges that prevent learners from mastering the language easily.
Kearney ( Scientists support the idea of learning language through culture. Some of them consider culture as a '5th skill' in addition to reading, writing, speaking and listening (DAMEN, 1987), others use the concept 'languaculture' to convey the meaning of integration of culture and language (BLUM, 1996).
Notwithstanding, the scientists cannot come to understanding for characterizing what 'culture' is. Sscholars recognize 'high' or 'enormous C culture' and 'low' or 'minimal c culture'.
From one viewpoint, the idea of 'culture' incorporates the investigation of writing,  Byram (1994) identifies one of the educational goals that every foreign language teacher should set. It is to raise the interest and motivation of students.

Intercultural communication competence development
Present day ways to deal with encouraging an unknown dialect in the United States include the investigation of culture as a necessary segment of the objective language. The teacher, in this case, is the tool for the implementation of the intercultural approach to learning.
Weaver (1986)   contradicts with the main goal of the English language education that is to develop student's intercultural communicative competence.
Most of the researchers argue that teacher's awareness of the cultural values of the target language plays the major role in learning and teaching English as a Foreign language. Teacher's intercultural competence contributes to a better understanding of cultural values among students, raises student's motivation for learning a foreign language, improves teaching skills, Such activities as creating the 'linguistic portrait' that involves the analysis of the history of learning the language in the life of a teacher, the analysis of the methods of teaching the language in the school where teachers studied as students, the analysis of the situational context of the language use, etc. and 'photo story' is a project work, which helps to develop the linguistic and socio-cultural awareness of future teachers. These methods are practiced at California State University. The main aim of these practices is to develop teachers critical thinking.
Critical thinking is implemented in the teacher training activities as well as in students learning ones. It is based on the experience and reflection. It helps to raise understanding, respect, tolerance for the values of other cultures.
Thus, Cummins and Griffin (2012) argue that critical intercultural communication education helps to overcome oppressive relations between students and organize the learning process in accordance with students interests. Fasset and Warren (2006) developed a theory of critical education based on a communicative approach. According to the scholars, the components of the above-mentioned approach is culture, a sense of belonging to a certain nation and self-confidence, awareness of the importance of a target language, communication and learning, the desire to change the learning system through communication and learning.
For a long time, it was believed that intercultural learning teaches the ways to overcome differences by assimilation with a dominant culture. However, Martin and Nakayama (1999), using a dialectical approach to intercultural communication stated that experience-based learning helps to study the language from different perspectives. Sorrells (2013)  Social networking sites Space2cre8 and Hi -USA is targeted at teaching teenagers English as a foreign language. The working language of the site is English. Students in grades 7-11 can communicate, share media files, hold discussions on various topics, and write a blog post.

Summary
In order to implement intercultural communication approach to teaching the English language in the USA, educational institutions face with the tasks that lead to successful intercultural communication. They are: -to implement diverse teaching methods and techniques to overcome various barriers of intercultural communication; -to provide a shift from an informative content-based teaching strategies in teaching English as a Foreign Language to a communicative developmental or practice-oriented strategy; -to ensure the native and the English language and culture integration; -to increase students and teachers cultural awareness that lead to the effective development of intercultural communication competence.

Conclusion
In conclusion, we would like to say that the development of intercultural communication competence is becoming an essential component of any type of educational programme, providing access to world scientific, technological and humanitarian achievements and contributing to the development of intellectual potential of every student.

ACKNOWLEDGMENTS:
The work is performed by the Russian Government Program of Competitive Growth of Kazan Federal University.