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DIALOGUE AS A MEANS FOR DEVELOPING COMMUNICATIVE COMPETENCE IN ELEMENTARY SCHOOL STUDENTS Utepbergenova Karligash
https://www.doi.org/10.5281/zenodo.10554775
ARTICLE INFO
ABSTRACT
Received: 16th January 2024 Accepted: 22th January 2024 Online: 23th January 2024 KEY WORDS
Communicative dialogue, development, competence,
competence, language sociolinguistic discourse
competence, digital literacy, cross-cultural collaboration.
Eff ective communication is a crucial skill that plays a pivotal role in academic success, social integration, and overall personal development. The elementary school years are a critical period for the development of communicative competence, encompassing linguistic, sociolinguistic, discourse, and strategic competencies. This literature review explores the role of dialogue in fostering communicative competence among elementary school students, highlighting key research findings and educational implications.
Communicative Competence in Contemporary Elementary Education
As the educational landscape evolves in the 21st century, communicative competence takes on a multifaceted role in contemporary elementary education. Traditional frameworks, which primarily emphasized language proficiency, are now complemented by a broader understanding that encompasses digital literacy, cultural awareness, and adaptability in a technologically mediated society. Recent research has acknowledged the interconnectedness of language proficiency and social competencies, recognizing that effective communication extends beyond linguistic skills. In the context of contemporary elementary education, communicative competence involves not only the ability to articulate ideas coherently but also the capacity to navigate diverse communication channels. This includes digital platforms, collaborative online spaces, and other technology-mediated environments that have become integral aspects of daily life.
Moreover, the concept of communicative competence has expanded to include critical media literacy skills. Students need to be equipped with the ability to analyze and interpret information from various sources, distinguishing between credible and unreliable content in an era dominated by information overload. Developing these skills contributes to a well-rounded communicative competence that extends beyond language to encompass digital and media literacy. Additionally, the globalization of communication has heightened the importance of cultural competence within the realm of communicative competence. Elementary students must understand and appreciate cultural nuances, fostering effective cross-cultural communication. This broader perspective aligns with contemporary
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educational goals that aim to prepare students for a world where collaboration and communication transcend geographical boundaries.
The Evolving Role of Dialogue in Language Development
In the dynamic landscape of language development, dialogue remains a cornerstone, evolving to meet the demands of contemporary educational paradigms. Recent literature highlights the continued relevance of Vygotsky's sociocultural theory while also exploring new facets of dialogue that emerge with technological advancements, digital communication, and diverse sociolinguistic contexts.
Recent studies by Aljaafreh and Lantolf (1994) underscore Vygotsky's concept of the Zone of Proximal Development (ZPD) in the digital age. They argue that collaborative dialogue, whether face-to-face or mediated by technology, provides learners with the necessary scaffolding to reach higher cognitive levels. Dialogic interactions, particularly in online spaces, extend the ZPD by offering students opportunities for collaborative learning, peer support, and the co-construction of knowledge.
The advent of digital communication tools and online platforms has redefined the nature of dialogue in language development. Literature by Warschauer and Healey (1998) discusses the concept of "electronic discourse," emphasizing the unique qualities of online communication, such as asynchronous interaction and the ability to reach a global audience. Digital dialogues not only enhance language skills but also expose students to diverse linguistic patterns and cultural perspectives, enriching their communicative repertoire.
Furthermore, research by Thorne (2003) highlights the role of multimodal communication in contemporary language development. With the integration of images, videos, and emojis into digital dialogues, students engage in a more comprehensive and nuanced form of expression. This expansion of dialogue beyond written and spoken words contributes to a holistic language learning experience, aligning with the diverse modes of communication prevalent in today's society. The evolving role of dialogue also extends to include the development of digital literacy skills. Prensky (2001) discusses the concept of "digital natives," arguing that students in the digital age naturally acquire digital literacy skills through constant exposure to technology. Dialogic interactions in online spaces become not only linguistic exercises but also opportunities for students to navigate digital platforms, critically evaluate information, and engage responsibly in the digital world.
Sociolinguistic Competence through Dialogue
Sociolinguistic competence, a crucial dimension of communicative proficiency, is significantly influenced by dialogue in contemporary elementary education. Recent research delves into the multifaceted nature of sociolinguistic competence, emphasizing not only the understanding of language variation and cultural norms but also the intersection of digital communication, social media, and linguistic diversity.
The work of Blommaert (2010) expands our understanding of sociolinguistic competence in the digital age. He introduces the concept of "superdiversity," emphasizing the intricate interplay of various sociolinguistic factors in multicultural and digitally mediated environments. This broader perspective acknowledges the importance of dialogue in exposing students to diverse linguistic repertoires, fostering an appreciation for linguistic diversity and cultural nuances. Furthermore, research by Androutsopoulos (2014) explores the impact of
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social media on sociolinguistic competence. Platforms like Facebook, Twitter, and Instagram provide students with spaces for informal digital dialogues, contributing to their sociolinguistic development. Interactions in these online spaces involve the negotiation of language use, adherence to digital etiquette, and the adaptation of communication styles, thus enhancing sociolinguistic competence.
In the realm of educational linguistics, Garaa and Sylvan (2011) argue for a translanguaging approach, recognizing the diverse linguistic resources students bring to the classroom. Dialogic interactions that allow for the fluid use of multiple languages contribute not only to language development but also to the enhancement of sociolinguistic competence by promoting language flexibility and cultural inclusivity.
Moreover, the literature on linguistic landscapes (Landry & Bourhis, 1997) has relevance in understanding sociolinguistic competence through dialogue. The physical and digital environments where communication takes place play a role in shaping language attitudes and practices. Examining the linguistic landscapes of digital dialogues can provide insights into how sociolinguistic competence is developed in technologically mediated contexts.
Digital storytelling, as discussed by Creese and Blackledge (2010), represents another avenue through which sociolinguistic competence is fostered. By engaging in collaborative narrative creation, students not only develop language skills but also gain an understanding of storytelling conventions, cultural context, and the impact of language choices on audience reception, contributing to a richer sociolinguistic repertoire.
Contemporary Perspectives on Discourse Competence
The concept of "new literacies" (Leu et al., 2013) is particularly relevant to contemporary discourse competence. As students navigate online spaces, engage with digital texts, and participate in multimedia-rich communication, their ability to comprehend, analyze, and produce complex discourse evolves. This perspective broadens the traditional understanding of discourse competence to include proficiency in navigating a variety of digital and multimodal texts.
Research by Jones and Hafner (2012) examines the impact of online forums and social media on discourse competence. Digital spaces offer students opportunities to engage in authentic discourse with peers, contributing to their ability to construct and convey meaning effectively. The dynamics of online communication introduce new considerations, such as netiquette, the use of emojis, and the ability to interpret non-verbal cues in a digital context, all of which contribute to contemporary discourse competence.
Additionally, the concept of "affordances" in digital environments (Gibson, 1977) is pertinent to discourse competence. The digital realm provides unique affordances that shape how discourse unfolds, including features such as hyperlinks, multimedia integration, and asynchronous communication. Understanding these affordances is crucial for educators seeking to enhance students' discourse competence in both traditional and digital settings.
The literature on discourse-centered pedagogy (Hyland, 2018) sheds light on instructional practices that foster discourse competence. Educators are encouraged to design activities that simulate real-world discourse situations, providing students with opportunities to engage in meaningful conversations, present arguments, and collaborate on projects. Such
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pedagogical approaches not only enhance linguistic aspects but also promote critical thinking and effective communication skills. Furthermore, the emergence of digital storytelling (Robin, 2016) has become a significant avenue for developing discourse competence. Through the creation of multimedia narratives, students learn to structure information coherently, consider audience engagement, and make intentional language choices. This contemporary approach to discourse competence aligns with the multimedia-rich communication prevalent in today's society.
Technology-Mediated Strategic Competence
Digital platforms, such as online discussion forums and collaborative platforms, provide students with opportunities to develop strategic competence. The work of Thorne and Reinhardt (2008) explores how engaging in technology-mediated communication fosters adaptive language use, negotiation of meaning, and the strategic deployment of communication tools. These interactions contribute to the development of skills essential for effective communication in the digital age. Research by Warschauer and Matuchniak (2010) has been instrumental in understanding the relationship between technology and strategic competence. They emphasize the importance of considering technology as a tool for communication rather than a distraction. The digital age demands a new set of strategic skills, including the ability to adapt communication strategies to different online platforms, manage digital distractions, and use technology strategically to achieve communication goals.
Moreover, the concept of "telecollaboration" (Belz & Kinginger, 2003) has implications for technology-mediated strategic competence. Engaging in collaborative projects with peers from different cultural and linguistic backgrounds through digital platforms requires students to employ communication strategies effectively. Telecollaborative experiences enhance not only language skills but also strategic competence in navigating cross-cultural communication challenges. The literature on digital literacy (Gilster, 1997) emphasizes the importance of strategic competence in the context of information and communication technologies. Students need to develop skills in critically evaluating online information, discerning credible sources, and adapting their communication strategies based on the digital context. Integrating digital literacy education into the curriculum is essential for nurturing strategic competence in technology-mediated environments.
Additionally, the concept of "digital rhetoric" (McKee, 2001) contributes to our understanding of strategic competence in the digital realm. Students must navigate the rhetorical aspects of online communication, including considerations of audience, purpose, and the use of persuasive strategies. Integrating digital rhetoric principles into language education empowers students to strategically communicate their ideas effectively in diverse digital contexts.
Educational Implications for 21st-Century Classrooms
The concept of "translanguaging pedagogy" (Garcia & Sylvan, 2011) has significant implications for language classrooms. Recognizing and embracing students' linguistic diversity creates an inclusive environment that nurtures communicative competence. Educators are encouraged to design language activities that allow for the fluid use of multiple languages, fostering not only language proficiency but also sociolinguistic awareness in diverse communicative contexts.
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Digital storytelling emerges as a powerful educational tool for enhancing discourse competence (Robin, 2016). Integrating digital storytelling into the curriculum encourages students to construct narratives using multimedia elements. This not only develops language skills but also promotes critical thinking, creativity, and an understanding of the rhetorical aspects of communication in digital environments. In terms of sociolinguistic competence, incorporating digital communication platforms in the classroom aligns with the principles of "superdiversity" (Blommaert, 2010). Engaging students in online dialogues and collaborative projects introduces them to diverse linguistic repertoires and cultural perspectives. This approach fosters an appreciation for linguistic diversity and equips students with the skills to navigate and communicate in multicultural spaces.
The integration of digital literacy education is critical for enhancing strategic competence in 21st-century classrooms. Educators should guide students in critically evaluating online information, understanding the nuances of digital rhetoric, and adapting communication strategies to different online platforms (Gilster, 1997; McKee, 2001). Digital literacy initiatives prepare students to navigate the information-rich digital landscape strategically. Telecollaboration, as explored by Belz and Kinginger (2003), presents opportunities for cross-cultural engagement. Educational programs that facilitate telecollaborative projects enable students to interact with peers from different linguistic and cultural backgrounds through digital platforms. This not only enhances language skills but also develops strategic competence in navigating communication challenges inherent in diverse virtual environments.
The shift towards "new literacies" (Leu et al., 2013) emphasizes the importance of incorporating digital and multimedia texts into language education. Teachers are encouraged to design activities that develop students' abilities to comprehend, analyze, and produce complex digital texts. This broader perspective on literacy aligns with the demands of contemporary communication, ensuring students are proficient in a variety of communication modes.
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