Sociocultural Competence Research Articles

THEORETICAL APPROACHES TO SOCIO-CULTURAL COMPETENCE AND ITS DEVELOPMENT PROCESSES IN EDUCATION

This article analyzes the theoretical approaches to the term “socio-cultural competence” and its role in the educational process. Various interpretations of this concept by different authors are examined, highlighting the significance of socio-cultural competence in language learning, intercultural communication, and personal development. The role of socio-cultural competence in foreign language teaching and its connection with communicative abilities is discussed. The article also addresses the importance of socio-cultural competence in shaping the ethical values of future managers and young people. It is emphasized that the harmony between national and universal values serves as a foundation for developing a culture of communication in educational institutions.

ON OF DIGITAL TECHNOLOGIES IN EDUCATION AND ITS IMPORTANCE IN THE DEVELOPMENT OF SOCIO-CULTURAL COMPETENCIES

This article analyzes the integration of digital technologies into the education system and their significance in forming the socio-cultural competencies of management personnel. The article discusses the radical changes in the educational environment due to the digitization process, the possibilities of online and distance education, as well as new approaches aimed at developing students’ independent learning skills. Additionally, the article explores the enhancement of cultural awareness through digital education, the development of socio-cultural communication, and the acquisition of essential knowledge and skills for students in the modern digital world. The importance of digital education for future leaders and its role in shaping socio-cultural competencies is also highlighted.

МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ И СИСТЕМА УПРАЖНЕНИЙ ПО ФОРМИРОВАНИЮ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ РУССКОЯЗЫЧНЫХ ОБУЧАЮЩИХСЯ НА УРОКАХ КАЗАХСКОГО ЯЗЫКА

The article is devoted to the urgent problem of the formation of socio-cultural competence of students in the lessons of Russian as a non-native language, the key aspect of the study of which was the theoretical justification and practical development of a methodology for the formation of socio-cultural competence of students. The problem of the formation of socio-cultural competence became especially relevant at the beginning of the XXI century, which was due to significant social transformations in the modern world. Currently, it is socio-cultural competence that can become a moral and spiritual guideline for the development and strengthening of the integrity and diversity of the entire human community. Today, the main goal of studying the Kazakh language as a state language in a secondary school is to provide pedagogical conditions for a deeper and meaningful understanding of the world, its real, concrete historical essence, and the relationship between different peoples and cultures. That is why close attention is currently being paid to teaching Russian-speaking schoolchildren the Kazakh language as the state language of the Republic of Kazakhstan, providing intercultural communication, "dialogue of languages and cultures" The author analyzed the theoretical literature, models of scientists on the formation of socio-cultural competence are given. The article asserts the assumption that the use of new technologies, techniques, techniques, tools (collaborative learning, comparative analysis, role-playing games, the use of linguistic and cultural units, etc. They contribute to the successful formation of socio-cultural competence of students in the process of teaching the language as an official language of the Republic of Kazakhstan.

Social entrepreneurship: recognition of sociocultural competencies in the higher education future

PurposeThe present study aimed recognition sociocultural competencies in social entrepreneurship of higher education.Design/methodology/approachThe study employed a qualitative content analysis technique. In order to identify and select information-rich cases, a semi-structured interview was conducted with 22 experts among the social activists in Iran’s public and private universities based on the criterion-dependent targeted sampling method. Four credibility, transferability, dependability and conformability criteria were used to increase the accuracy of qualitative data the findings were analyzed using thematic analysis through open, axial and selective coding.FindingsSociocultural competencies in social entrepreneurship of higher education are categorized into three cognitive (cognitive requirements of entrepreneurship, sociocultural values) emotional (emotional integration, positive emotions) and behavioral (interactive communication, professional life, entrepreneurial social traits) levels at 34 subcomponents.Originality/valueHigher education with the growing trend of the challenge of cultural diversity and fusion caused by intercultural communication requires competencies that prepare social entrepreneurs for the future of higher education with the lens of socio-cultural capabilities. The neglected gap in the higher education system has empirical value for executive managers. The approach of preparing future higher education leaders for social and human benefits beyond political boundaries and cultural and social tensions, sociocultural competencies have an exclusive appeal.

ADVANTAGES OF APPLYING PROJECT-BASED LEARNING TO FOREIGN LANGUAGE CLASSES

The project method is a student-oriented method, which implies the need to pay attention to their needs and abilities. This learning method is based on the principles of cooperation and active participation. The use of the project method in teaching a foreign language allows students to use a foreign language as a cognitive tool, a way to express their ideas, to perceive and understand other people's ideas. This is the most efficient way to shift students' attention from form of expression to content and to introduce the surrounding world into knowledge through foreign language, thus expanding the scope of socio-cultural competence.

Дошкольник и региональная культура: социальный заказ

The article examines topical issues of sociocultural education of older preschool children, their essence, and the necessity of their solution. The author specifies the concept of regional culture in relation to the education of older preschool children, analyzes the specifics of familiarization with regional culture and the formation of sociocultural competence of children of the designated age. In the course of the study, the works of scientists and practicing teachers studying the problems, ways and prospects of socio-cultural education of senior preschool children, as well as the results of the influence of both external and internal factors on the process of education in a preschool educational institution were studied. Depending on the degree of the child’s activity, types of his interaction with regional culture are emphasized. Key objectives for involving older preschool children in regional culture are identified within the research framework, aiming to enhance their socio-cultural development and integration into regional contexts.

Cross-gender hijacking of high achievers by translation students: English to Polish

ABSTRACT In Polish, where different inflectional paradigms apply to female and male names, attributing male gender to female referents such as eminent scientists and authors that pass unnoticed in English becomes visible in scholarly as well as popular scientific texts, exposing the society’s gender bias. While gender bias in machine translation has been widely observed and criticised, it is believed that human translation would eliminate factual mistakes of this type. Yet false attributions of male gender to eminent female linguists found in Polish scholarly texts suggest the contrary. A translation experiment conducted with a group of graduate students of translation was conducted in order to test the presence and strength of the bias, differences between male and female student translators, and the impact of earlier teaching on assigning gender in translation from English to Polish. Both male and female students frequently attributed the male gender to linguistic scholars even in the presence of strong evidence to the contrary, and after prior learning. Male students’ choices were slightly but significantly more biased. The conclusions pertain to the social consequences of the bias and the need to include this topic in translation training while attending more strongly to students’ research and sociocultural competence.

Analyzing the Challenges and Barriers to Develop State Civil Apparatus Competency Through Talent Management Development After the Release of the National Succession Planning System

Indonesia has transitioned from a public service management model to one to improve service delivery and competitiveness. However, this change faces challenges of efficiency in processes, human resource structures, and bureaucracy. Public distrust and State Civil Apparatus (ASN) non-compliance with the flow of reform pose challenges to increasing ASN competency and leadership reform. The implementation of breakthroughs in the development of public services still cannot prevent corruption both in regional and central government. Corruption does not only occur in the fiscal sector but also the ‘buying and selling’ positions due to the ASN’s low integrity. Regulation of the Minister of State Apparatus Empowerment and Bureaucratic Reform of the Republic of Indonesia Number 38 of 2017 concerning Competency Standards for State Civil Apparatus Positions requires that a State Civil Apparatus must have technical, managerial, and socio-cultural competence, which is constrained by the application of rules related to functional positions and career development, the institutionalization of the ASN’ workplace, and development of ASN training institutions. These constraints influence the ASN’s desire to develop. Thus, an integrated succession planning system for competency development which involves public participation is needed to prevent corruption, collusion, and nepotism in its implementation.

МОНІТОРИНГ СТАНУ СФОРМОВАНОСТІ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ (КОНСТАТУВАЛЬНИЙ ЕТАП ПЕДАГОГІЧНОГО ЕКСПЕРИМЕНТУ)

The article describes the monitoring of the state of formation of sociocultural competence of future foreign language teachers of higher education institutions of Ukraine. The socio-cultural competence of foreign language teachers was divided according to 12 indicators which we will combine into 3 groups: 1) motivational and value criterion: the level of motivation to carry out socio-cultural activities; the level of intrapersonal need for the formation of sociocultural competence; the level of attitude towards the cultural realities of native and foreign-speaking countries; 2) informational and cognitive criterion: the level of knowledge of future foreign language teachers about the national and cultural features of the foreign-speaking country; level of awareness of sociocultural competence; the level of familiarity with the norms of behavior in a foreign language environment; level of sociability; level of communicative control; 3) activity-behavioral criterion: the level of interpersonal interaction with representatives of different cultures; the level of reflection abilities; the level of reflexivity of the individual; the level of development of social skills. The results of the ascertaining stage of diagnosis of the formation of sociocultural competence of future foreign language teachers at the beginning of the experiment are demonstrated. The degrees of the level of indicators of socio-cultural competence formation are determined: high, sufficient, basic and initial. Key words: sociocultural competence, pedagogical experiment, future teachers, foreign languages, diagnostic methods, higher education institutions, monitoring

THE THEME OF THE RUSSIAN-UKRAINIAN WAR IN THE LINGUODIDACTIC DIMENSION

Over the past decade, the topic of war has been a key one in various scientific discourses. Linguistic studies are also increasingly focusing on it. But today, this topic is still poorly studied in linguodidactics, particularly in teaching Ukrainian as a foreign language (UFL). This confirms the significance of this paper. The article analyzes the training materials (texts and exercises) for teaching Ukrainian as a foreign language (UFL), which reveal the events of the Russian-Ukrainian war, starting from 2014 to the present day. Linguistic and cultural content of the new textbooks in UFL is considered. The focus is on the educational materials of the textbook “The Key to Ukraine: Cities and People” in two parts (B2–C1 levels) and the textbook “Catch Skovoroda” (B1–B2 levels). Both books were prepared by the authors of the International Institute for Education, Culture and Diaspora Relations of Lviv Polytechnic National University. These textbooks take into account the historical and political events taking place in Ukrainian society and influencing the development of the Ukrainian language, in particular its lexical system. The article analyzes texts for reading and listening, new military vocabulary given in them, pre- and post-text exercises and tasks aimed at developing communication skills. Studying these materials will help foreign speakers to master military neologisms faster, ensure understanding of the news content in Ukrainian media, promote pro-Ukrainian narratives, and allow them to communicate on this topic in various fields. In addition, the realization of the topic of the Russian-Ukrainian war in UFL textbooks will help foreigners to develop socio-cultural competence about Ukrainians in the most difficult period of their lives and will evoke a sense of empathy for the heroic Ukrainian people. Key words: Ukrainian as a foreign language, linguodidactics, foreign language audience, Russian-Ukrainian war, textbook “The Key to Ukraine: Cities and People”, textbook “Catch Skovoroda”.

UKRAINIAN EPISTOLARY HERITAGE AS A MATERIAL FOR THE DEVELOPMENT OF FOREIGNERS’ WRITING SKILLS: LETTERS OF LESIA UKRAINKA

The paper deals with writing as a type of speech activity in terms of linguodidactics. The purpose of the study is to highlight Lesya Ukrainka’s epistolary heritage as a material for developing the writing skills of foreigners learning Ukrainian. The choice of material is due to a number of factors, including the outstanding figure of Lesya Ukrainka, her powerful epistolary talent, multilingualism, the artist’s cultural and translation activities. The free access to the letters on the website of the publication, where spelling and punctuation are presented per the norms of modern spelling, makes it possible to use these texts in teaching Ukrainian as a foreign language. Although the use of Lesya Ukrainka’s texts as teaching material for foreign language students already has a good tradition, her epistolary heritage is only beginning to attract the interest of teachers of Ukrainian as a foreign language. The paper focuses on theoretical and practical recommendations for developing writing skills in a foreign audience. The paper highlights the place of writing Ukrainian letters in the methodology of teaching the language as a foreign language. It outlines the materials and tasks for foreigners to develop their skills in writing friendly and business letters in Ukrainian. The paper emphasizes the importance of the preparatory stage, which includes a set of tasks for working on the forms of the vocative case, formulas of address, greetings, farewells, expressions of gratitude, etc. Special attention is paid to the structure of a letter in the Ukrainian language. It has been proved that working with Lesya Ukrainka’s letters can effectively develop writing skills. The article presents language materials and a list of tasks for different levels of Ukrainian language proficiency that students can do based on Lesya Ukrainka’s letters. Such tasks will help foreigners develop their writing skills, improve their knowledge of the Ukrainian language, and contribute to the formation of socio-cultural competence. Key words: Ukrainian as a foreign language, writing as a type of speech activity, epistolary, letter, Lesya Ukrainka.

PROBLEMS IN DEVELOPING SOCIO-CULTURAL COMPETENCE AMONG FOREIGN LANGUAGE TEACHERS DURING THE DIGITALIZATION OF EDUCATION

The article is devoted to the role of socio-cultural competence (SCC) in learning English as a foreign language, which is considered one of the key competencies for language perception and successful integration into the cultural space of English-speaking countries. The article presents the results of a study examining the professional training of future foreign language teachers for teaching in a digitalized educational environment. It also analyzes the role of socio-cultural competence in language learning.The research includes a review of extensive methodological and pedagogical literature, an analysis of the term “digitalization”, and an investigation into the main differences between “communicative” and “socio-cultural” competences. Additionally, students from the Faculty of Foreign Languages were surveyed about the challenges they face in acquiring SCC.The responses were gathered and subjected to statistical analysis, enabling a detailed clarification of the level of sociocultural competence instruction at the selected higher education institution. This process also helped identify the primary issues encountered by the respondents and identify ways to overcome them.The author emphasizes the necessity for individuals to work effectively in the realm of electronic media and ICT, including reading and creating web pages, finding and analyzing news, and expressing and communicating information in English. Therefore, one of the most effective methods of teaching English is the use of digital tools in higher education classes.The study provides a theoretical justification for the importance of using digital authentic materials in foreign language classes, highlighting the need to optimize these tools according to student needs. According to the modern system of higher pedagogical education in Ukraine, the practical goal for students is to successfully master digital tools and various applications.

Creating Teachers for the Next Generation in India: A Holistic Approach in Alignment with NEP 2020

This paper explores the imperative of creating a new generation of teachers in India equipped to meet the evolving needs of education in the 21st century. With a particular focus on aligning teacher preparation with the National Education Policy (NEP) of 2020, this paper visualises the essential competencies, values, and skills required to nurture educators who can effectively guide and inspire the next generation of learners. In addition to academic knowledge, the paper also gives importance on holistic approach places a strong emphasis on the development of socio emotional intelligence, cultural competence, and other critical 21st-century abilities. This approach recognizes that pupils have a variety of learning requirements and promotes customized and flexible teaching strategies that address each learner's unique strengths and problems. Furthermore, it emphasizes how crucial it is for teacher education to use technology in order to give educators the tools they need to use digital pedagogy and virtual learning environments. The abstract also discusses the value of lifetime learning and on-going professional development for educators in order to promote an innovative and flexible culture. The significance of mentorship, collaborative learning communities, and hands-on experience in augmenting the pragmatic comprehension of pedagogical approaches is emphasized. In conclusion, this abstract makes the argument that developing a cadre of educators who can successfully navigate the complexity of India's modern educational landscape depends on the efficient implementation of a comprehensive teacher preparation program that is in line with NEP 2020. By combining theoretical knowledge, real-world experience, and a dedication to continuous professional development, these educators are expected to significantly contribute to the intellectual, social, and emotional growth of the following generation of students.

Methods of Formation of Socio-Cultural Competence in Teaching English

In today's globalized world, the ability to effectively communicate and interact with people from different cultural backgrounds is an important skill. The ways to develop this socio-cultural competence are participation in cultural events and meetings with native speakers, the use of authentic materials, project activities and the exchange of international programs. Discusses the importance of these activities for improving the socio-cultural competence of students.

Сериал как инструмент формирования социокультурной компетенции студентов в процессе обучения иностранному языку в неязыковом вузе (на примере итальянского языка)

The aim of the research is to determine the didactic possibilities of a TV series as a source of sociocultural competence formation for students studying a foreign language at a non-linguistic university. The article substantiates the thesis that a TV series, being an important sociocultural phenomenon of our time, can be used to master the national and cultural component of the country of the studied language and world sociocultural trends. The scientific novelty of the research is determined by the fact that for the first time a methodology has been developed for working with a sociocultural component of a TV series in foreign language classes with students of a non-linguistic university. As a result, it was proved that a TV series as a didactic tool not only contributes to the assimilation of nationally specific information about the country of the studied language, but also allows learners to trace global sociocultural transformations, which is especially relevant in the context of multicultural education.

School leadership envisions sociocultural competence: a case study of one private dual language bilingual education school in Central America

ABSTRACT Multiple conceptualizations of sociocultural competence, coupled with the elevation of issues related to social justice and the promotion of equitable practices in DLBE programs has, unsurprisingly, raised urgent questions of practice for school leaders . School administrators in DLBE programs need guidance and examples of how to implement school-wide systems that support the development of sociocultural competence. In this case study, three social justice-oriented school leaders from the U.S. at one private international DLBE school in Central America talk about how they conceptualize and work to enact programs that support the development of sociocultural competence for students at their school. Qualitative analyses of interviews show that leaders’ notions of sociocultural competence are intricately linked with why they want their students to be socioculturally competent. Findings highlight specific ways leaders conceive of and organize sociocultural learning opportunities in order to nurture social and emotional selves and help students to use sociocultural competence they develop to operate in the world in peaceful, equitable, and socially responsible ways.

SOCIO-CULTURAL COMPETENCE OF STUDENTS LEARNING FOREIGN LANGUAGE COMMUNICATION: BASED ON ENGLISH AND GERMAN LANGUAGE MATERIALS

This work is devoted to the theoretical foundations of the formation of socio-cultural competence of students of higher education institutions. In the context of economic, political, and legal convergence between Ukraine and Western partner countries, the importance of the level of education is clearly understood. Socio-cultural competence serves as a platform for interaction between different nationalities and peoples, fostering their comprehensive cooperation and the realization of ambitious plans. Therefore, socio-cultural competence is considered an attribute of high professionalism. The analysis of the views of various scientists regarding the definition of socio-cultural aspect and socio-cultural competence, as well as the definition of their structure, was carried out. Socio-cultural competence is at the intersection of country studies, linguistic and sociolinguistic competences. It was determined that the development of communication skills should be carried out through the prism of the cultural values of the people and speakers of the target language. The main methods of forming this competence among students are singled out. The article analyzes, systematizes, and summarizes scientific works, distinguishing the following 2 main stages of formation of socio-cultural competence: the stage of schematization and the stage of independent interpretation of socio-cultural phenomena. The process of developing sociocultural competence includes the following stages: linguistic, situational, and integrative. At these stages, the teacher should use a variety of game or creative tasks. It is emphasized that authentic materials play a decisive role in the formation of socio-cultural competence of students, because they are maximally enriched with natural lexical content, reflect the color and behavioral characteristics of a certain target nation.

Psychological Functions of Socio-Cultural Competence

The aim of our research is to show psychological functions of socio-cultural competence; to present cultural context, which influences the development of socio-cultural competence of students. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental method was the method of organizing empirical research. The results of the research. We proposed socio-cultural approach in the process of education at high school at the English lessons. We proved that the main function of socio-cultural competence is a cultural function, which has the aim to create cross-cultural competence of the student almost at the same level as a native speaker. The main cultural function is a mean of building up a cultural-historical theme, and the native culture is not ignored. So, there is a parallel study of the cultural manifestations of native people and the people whose language is being studied. It was proved that the ways of developing of sociocultural competence to learning a foreign language has the aim to integrate language education interdisciplinary with the purpose to enrich bilingual competence of the student in order to fulfill the role of a subject of multi-cultural dialogues and to gain a role of a cultural mediator in the process of intercultural communication. Conclusions. We’ve shown, that from the standpoint of Sociocultural Approach, socio-cultural competence is understood by us as the functionally determined communicative interaction of people who are the representatives of different cultural communities and belong to different geopolitical, continental, religious, regional, national, ethnic groups, as well as social subcultures. It was shown, that partners of communication, of course, can differ from each other in value-oriented worldview, lifestyle, models of speech and non-verbal process of communication. For productive multi-cultural communication, a personality with a high level of socio-cultural competence must be a mediator of cultures, by which we understand a student who has knowledge about the peculiarities of different cultures and the peculiarities of their interaction. Socio-cultural competence allows a person to go beyond the background of his/her native culture and acquire the qualities of a mediator of cultures, without losing his/her personal cultural identity.

Building Socio-Cultural Competence of Future Foreign Language Teachers

Aim. Determining significant factors and effective strategies for building socio-cultural competence of future foreign language teachers for the improvement of their training methods. Methods. The method of a pedagogical experiment, a questionnaire survey to determine the level of socio-cultural competence, testing, and the method of expert evaluations were used. Results. The results of the study indicate the positive impact of new pedagogical methods on building socio-cultural competence of future foreign language teachers. The experimental group showed an increased level of motivation according to all four motivation criteria: personal motivation (72% vs. 65% in the control group), professional motivation (68% vs. 58%), socio-cultural motivation (75% vs. 70%), and academic motivation ( 70% against 62%). Conclusions. The research found that building socio-cultural competence is a process that can be influenced by appropriate methodological approaches. The results showed the positive impact of new pedagogical methods on enhancing students’ motivation and improving their socio-cultural skills. Prospects. Further research may focus on the creation and implementation of new methods of teaching foreign languages aimed at building socio-cultural competence. It is important to identify effective methods and approaches that contribute to improving results.

Dual Language Education and Academic Growth

Background or Context: Dual language education aims to foster the development of bilingualism, biliteracy, sociocultural competence, and academic skills in all school subjects. Early correlational research suggests that participation in dual language education is associated with higher achievement. Recent studies leveraged more comprehensive sets of baseline characteristics and found that dual language students improved their achievement status more than other students. A major limitation to these studies is their lack of ability to model within-student growth. Thus, we lack evidence on the relationship between dual language education and growth trajectories within and across grades. Purpose: This paper reports academic achievement and growth in grades 2 through 8 for Hispanic participants and nonparticipants of a Spanish–English dual language program. It extends the literature by providing novel evidence on seasonal patterns of learning for multilingual students across the elementary and middle grades. Research Design: Applying a piecewise multilevel model to rich assessment data on a large sample of Hispanic students in a district in the Midwest, I compare the math and English reading growth rates of participants to nonparticipants of a dual language (DL) program. By separately specifying growth terms for each school year and summer, I test whether any differences in growth rates between DL and non-DL students expand, stay the same, or diminish across grade levels. Conclusion: Dual language participants started second grade with lower achievement than nonparticipants. In math, dual language participants grew more than nonparticipants during each year in grades 2 to 5 but lost more learning during summers. In English reading, dual language participants grew more during some school years. These findings suggest summer learning opportunities are crucial for addressing achievement disparities.