Sociocultural Competence Research Articles

THE FORMATION OF PERSONALITY’S SOCIOCULTURAL COMPETENCE

The article gives a thorough analyzes of the scientific works of scientists, which highlights the problems ofsociocultural development of a person in modern society. The paper concentrates on the problem of socioculturalcompetence as a value aspect of a person's life and a key indicator of individual readiness to perform professionalactivities. This article features sociocultural (life) competence as a multifaceted and multicomponent phenomenon.There the authors also found out the importance of individual’s sociocultural competence formation in the process oftraining and proved the place and role of sociocultural competence in the structure of vocational education. Thispaper establishes some key approaches, principles, forms, methods and means of sociocultural competenceformation of a person. The authors focus on the systemic, activity-oriented, professionally oriented, personalityoriented and cultural aspects of the methodology for the implementation of the sociocultural content of educationalprograms. Special attention is given to the conditions of modern state of the development of Ukraine, which stress asociocultural aspect of its (Ukraine) educational reforms. Sociocultural competence can be considered as a neweducational stratageme. The study revealed that the sociocultural competence formation contributes to thedevelopment of the main goals of education, namely practical, progressive and educational. The authors admits thatthe purpose of modern education is to stimulate personal growth (self-development) and improve the creativepotential of each individual. The conclusion is that education plays a major role in solving the problem, firstly,vocational education, secondly, sociocultural reproduction and, thirdly, personality formation. To sum up theauthors emphasizes that the phenomenon of sociocultural competence is inextricably linked with the process of theformation of a person in modern society, his assimilation of the norms and technologies for performing a certainsocial role.

Students’ Perception on Using Storytelling in Developing Socio-Cultural Competence

The research aimed at finding out students’ perception of using storytelling as one of the techniques used in English class in order to develop students’ sociocultural competence. The research was conducted under mixed-method research. The sample of the research was English students at IAIN Bukittinggi who had taken storytelling classes and English students at UIN Imam Bonjol Padang who had joined an English activity (storytelling) held by the English students association of English study program. Data collection was done by distributing questionnarires and conducting interview. The instruments of the research were a questionnaire and an interview guide. The data were analyzed using quantitative analysis for the data from the questionnaire and qualitative analysis for the data from the interview. The research finding shows that the students agree that they have improved their ability in sociocultural competence, at least in five aspects. They state that they are good in these five elements; (1) students’ attitude toward sociocultural competence, (2) students’ knowledge of sociocultural competence, (3) students’ ability to interpret and relate cultural issues, (4) students’ ability in discovery and interaction, and (5) students’ ability of critical cultural awareness. Thus, it can be stated that storytelling is a good technique that can be used to develop students’ sociocultural competence based on students’ perceptions.

Strategi Peningkatan Kompetensi Aparatur Sipil Negara Dalam Rangka Meningkatkan Indeks Reformasi Birokrasi

The Regional Personnel Agency of Kediri shows data that not all State Civil Apparatuses in the Kediri Regency are placed based on their capabilities and expertise on the expectations and goals of the institution. Some educational backgrounds do not suit the job specifications and often hinder employees from carrying out their tasks. In addition, the rotation and type of positions are different from their abilities and experience. Therefore, a strategy is needed to overcome these problems. Therefore, this study aims to describe and analyze personnel competency improvement strategies to increase the bureaucratic reform index. This is descriptive qualitative research with Miles Hubberman's interactive. Data collection techniques used are interviews, observation, and documentation. The results of the study show that to increase the competency of the state civil apparatus in order to increase the index of bureaucratic reform in Kediri Civil Service Agency, it is carried out through three strategies: technical competence, managerial competence, and socio-cultural competence. These strategies showed significant results in increasing personnel competency as well as the bureaucratic reform index. One of the driving factors is that the leadership and environment have a strong commitment to it. While the inhibiting factor is the lack of information about personnel competency training due to the absence of a memorandum of understanding with some agencies.

French teachers’ Representations in Mexico: relation between learned skills when students and those prioritized in teaching

This research compares French as a foreign language teachers’ representations with those held by their prior language teachers, about the importance to be attributed to some communicative skills (listening and speaking, reading and writing) and some linguistic competences (grammar, vocabulary and sociocultural competence). Methodologically, a mixed method was adopted. On the one hand, 142 FLE teachers from various States of Mexico were invited to answer a questionnaire in the Likert response format. The results indicate a statistically significant difference for: reading (χ2 (1, N = 142) = 6.78, p = 0.01); writing (χ2 (1, N = 142) = 9.95, p = 0.02) and sociocultural competence (χ2 (1, N = 142) = 4.28, p = 0.03.). In fact, the results reveal that today teachers would place a greater emphasis on these different skills than those of the past. On the other hand, 4 interviews were conducted with some French teachers from the most represented two states in the questionnaire survey (Mexico and Sonora). In general, the results indicate a high tendency for oral skills as a reaction to a poor learning experience with some past teachers, strongly oriented toward the traditional approach. In a nutshell, it is equally observed that teachers’ language proficiency, their self-efficacy and their students’ motivation may also determine the importance they provide to the communicative skills and linguistic competences compared.

ДИДАКТИЧНИЙ ПОТЕНЦІАЛ АВТЕНТИЧНИХ МАТЕРІАЛІВ ДЛЯ ФОРМУВАННЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ

The article deals with the expediency of using authentic materials in foreign language classes to develop students' language communicative competence. The concepts of "authenticity" and "authentic materials" are analyzed. It is determined that authentic materials come from the country whose language is being studied and are primarily intended for native speakers, therefore they are distinguished by the originality of the lexical composition, grammatical forms and structures, and reflect the content and situations that correspond to the mentality and norms of that country. It is clarified that these materials include printed texts such as newspapers, magazines, literary works, announcements, advertising brochures, etc.; audio materials such as radio broadcasts, podcasts, songs; and video materials such as news reports, advertisements, interviews, artistic and documentary films, etc. The possible ways of using authentic printed, audio, and video materials are analyzed. The stages and methods of working with different types of authentic materials are presented, which ensure the expediency of their use in foreign language classes. Criteria for selecting authentic materials have been defined: correspondence of the content of authentic materials to the language proficiency level, age, and interests of students; orientation of the material towards the development of communicative and sociocultural competencies; suitable format of the material that allows for the use of didactic possibilities. The advantages of using authentic materials in foreign language classes have been summarized: increased motivation of students to learn a foreign language; learning a foreign language through examples of its use in real-life situations; familiarization with the country-specific features, culture, traditions, realities, and mentality of people; creating a relaxed atmosphere in class that stimulates interest, cognitive anticipation, and imagination; the uniqueness of authentic materials enhances attention, develops memory, and promotes effective assimilation of the material. The disadvantages, such as the large amount of time required for searching and selecting authentic materials that meet all the criteria, and developing tasks for these materials, have been identified. It has been determined that the perspective of further work is the development of a complex of educational materials based on authentic sources and their testing in foreign language classes.

POETRY AS A SOCIO-CULTURAL COMPONENT IN TEACHING FOREIGN LANGUAGES

This article examines the sociolinguistic and socio-cultural competence of the understudies in learning the German dialect, strategies of utilizing verse as a socio-cultural component in remote dialect lessons, and the utilize of outside verse.

Beyond Grades: A Holistic Parental Report Card for Korean Dual Language Programs

Background/Context: As dual language bilingual education (DLBE) programs expand nationwide, parental feedback becomes crucial in evaluating their effectiveness and ensuring equitable access. Understanding the perspectives of diverse parental groups, including marginalized and privileged communities, is essential for developing inclusive and equitable language programs that serve all students. Furthermore, the changing demographics of students and their families with transnational experiences, along with the growing diversity in non-Spanish DLBE languages, highlight the need for research that documents diverse DLBE programs and contexts. Considering this context, acknowledging parental views on Korean programs is meaningful in valuing the opinions of parents with rich transnational experiences in one of the less-commonly taught language programs in the country. Korean dual language programs are also under-researched in the DLBE literature, despite their unique spaces where different power dynamics emerge compared to Spanish or Chinese DLBE programs. Objective and Research Question: This study aims to investigate parents’ evaluations of DLBE programs, their plans to enroll their child until the secondary level, and potential reasons for leaving DLBE programs. First, the researcher explores parents’ evaluations of Korean dual language programs (KDLPs) and examines how parental evaluation is associated with other aspects of parents’ views and characteristics, such as their demographic features, parental satisfaction with their child’s language development, integration experiences among both children and parents, and parental involvement in the program. Next, the researcher investigates whether parents plan to enroll their child in KDLPs until the secondary level (grade 8 or 12) and examines the relationship between their plan and program evaluation. The study also probes the association between parental commitment plans and other variables related to parents’ views and characteristics. Finally, the study explores potential reasons that could spur parents to leave KDLPs. Research Design: This quantitative study used survey data collected from a sample of over 450 parents of students in seven KDLPs at the elementary level in Southern California. This study employed multilevel modeling, accounting for the nested data structure of respondents within schools. The parental evaluation variable was explored by multilevel ordinary least squares (OLS) regression with a cubed form of program evaluation value as the dependent variable to explore parents’ evaluation. For examining parents’ program commitment plans, multilevel logistic regression analysis was employed. To examine the difference between Korean and non-Korean parents in potential reasons for leaving the program, this study used the Wilcoxon-Mann-Whitney test. Conclusions/Recommendations: The results show that parental evaluation of KDLPs is positively linked with satisfaction in bilingualism, biliteracy, academic rigor, and sociocultural competence variables, with satisfaction in the target language (Korean) and academic rigor having the most significant impact. The study also reveals that parents’ likelihood of enrolling their child in a secondary KDLP is influenced by the length of their child’s enrollment, satisfaction with academic rigor, and integration among children. Interestingly, program evaluation does not significantly affect enrollment decisions. The integration issue that children did not get along with students of different races and cultures was the most influential reason for leaving the KDLPs for both Korean and non-Korean parents. Non-Korean parents also cited challenges with target language instruction as a potential reason for leaving the program. In summary, the results reveal the complex nature of parental perceptions and highlight the values that parents prioritize when assessing the programs. These insights have important implications for future research on KDLPs and DLBE programs more broadly, in terms of both advancing theoretical discussions and informing empirical investigations. By shedding light on the complexities of parental evaluations, this study also proposes the need for a distinct ideological framework in Asian language programs to better understand individual experiences and promote equity and justice in those programs.

Fiction Text as a Means of Forming Learners’ Sociocultural Competence

Fiction texts are an effective means of systematic teaching language and culture. A fiction text, as the most effective means of developing intercultural competence, motivates, involves the reader in a kind of cognitive process, causes aesthetic pleasure, develops aesthetic taste, critical and creative thinking. Reading a fiction text enables learners to master the behavior patterns characteristic of a given ethno-cultural society, sociocultural markers, sociocultural norms, traditions, and rituals. Fiction texts as an important means of forming sociocultural competence performs functions of motivating, involving the reader in a unique cognitive process, giving aesthetic pleasure, developing aesthetic taste, critical and creative thinking. The reading of the literary-fiction text provides an opportunity to learn the models of behavior, cultural markers, cultural norms of communicative behavior, public and individual conventions, traditions and rituals characteristic of the given ethno-cultural community.

Pengaruh Kompetensi terhadap Kinerja Pendamping Lokal Desa di Wilayah Kepulauan

Local village facilitators have a role in increasing the capacity and effectiveness of government and village communities. The competence and performance of local village assistants can measure the success of village assistance. Quantitative research using this survey method aims to describe individual characteristics, determine the level of competence and performance and analyze the effect of competence on the performance of local village assistants. The research was conducted in July and August 2022 in Banggai Kepulauan and Banggai Laut Regencies with 40 local village facilitators as respondents. The variables of this study are competencies supported by technical, managerial, and socio-cultural competency indicators. In contrast, performance variables include managing village development, local economic development, increasing village community participation, and mentoring evaluation. Data collection techniques are through questionnaires, interviews, and observation. Data analysis was performed using the SEM-PLS (Structural Equation Modeling-Partial Least Square) method using the SmartPLS 3.29 application. The results showed that respondents were dominated by male aged 38-48 years, high school education level, high years of service, low non-formal education, and many assisted villages. Assistants have high competence and performance. There is no real difference between the competence and performance of assistants in the Banggai Laut and Banggai Kepulauan Regencies. There is a strong influence between competence on the performance of local village assistants. Therefore, the advice is that the assistants' competence needs to be improved through training and mentoring to achieve good work results.

IMPLEMENTATION OF THE SIOP MODEL DURING COMMUNICATIVE-ORIENTED TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS

The article is devoted to the problem of the expediency of using communicative- oriented training of future foreign language teachers based on the SIOP model. It is emphasized that the use of the communicative method of education removes the language barrier and helps to form a developed, educated personality capable of using a foreign language as a means of establishing mutual understanding between representatives of different cultures. It can be stated that the SIOP model is a proven approach for sheltered instruction that helps English language learners develop oral language proficiency while building academic English literacy skills and subject area knowledge. It has been concluded that the using a communicative-oriented approach to foreign language learning for the future foreign language teachers brings the educational process as close as possible to the real speech situation, develops professional, communicative, sociolinguistic, sociocultural competencies of students.Keywords: professional training, intercultural professionally oriented communication, foreign language teaching, future foreign language teacher, communicative and professional competence, communicative orientation.

Learn Malay as a Second Language: Language Etiquette

Any language teaching and learning process should include language etiquette. The learning of foreign languages during any stage is characterised by the interaction of many factors such as mother tongue, culture, educational background, and psychological characteristics, among others. The development of socio-cultural competency in teaching a foreign language is a challenging undertaking for teachers. Foreign students from Sudan, Egypt, Indonesia, the Philippines, and other countries can learn Malay in one semester at Multimedia University, Malaysia. This study aims to discuss the importance for international students to learn language etiquette, and to explore the components of language etiquette that international students acquired. This study used a field research method, i.e. the language method in its context, for data analysis. Observations in class and conversations from the Google Meet chat box were used to collect data for this study. It was discovered through data analysis that instructors should be aware of and appreciate the students' native culture as well as their cultural differences in the classroom. It helps all participants/students to pick up the foreign language and its culture as well. In terms of cultural aspects, if the learner's socio-cultural competence is well defined and built during the language teaching process, he or she can be almost on par with native speakers. However, it should be noted that, while etiquette is a fixed part of the culture, norms are constantly evolving. This research focuses on foreign students' language etiquette in Malay language classes. However, future research could focus on other courses or on students' everyday lives. The primary goal of foreign language teaching and learning is for students to be able to speak and comprehend the foreign language. The education of culture and linguistic etiquette is critical to achieving these goals.

EFFECTIVE WAYS OF DEVELOPING SOCIO-CULTURAL COMPETENCE OF SPORTS COACHES IN THE PROCESS OF PROFESSIONAL DEVELOPMENT

This article analyses the specific features of the training system of physical education and sports specialists, the effective ways of developing the socio-cultural competence of sports trainers during the training process.

ADVANTAGES OF DEVELOPING THE SOCIO-CULTURAL COMPETENCE OF COACHES FOR OLYMPIC AND PARALYMPIC SPORTS IN THE PROCESS OF PROFESSIONAL IMPROVEMENT

This article analyzes the content and essence of the development of socio-cultural competence of coaches in Olympic and Paralympic sports during the training process, and considers the specific features of the training system.

Роль идиом в формировании у студенческой молодежи социокультурной компетенции и готовности к межличностному взаимодействию в условиях...

Исследуется роль фразеологизмов и идиом в формировании готовности китайских студентов вступать в межличностное взаимодействие с носителями русского языка на этапе обучения. Выявляется образовательный потенциал идиом разных групп и категорий в изучении китайскими студентами русского языка как иностранного. Приведены примеры комплексных заданий, предполагающих освоение идиом и фразеологизмов, направленных на формирование коммуникативной компетенции и готовности вступать в диалог, которые могут быть использованы при преподавании русского языка. The article is devoted to the study of the role of phraseological units and idioms in shaping the readiness of Chinese students to engage in interpersonal interaction with native speakers of the Russian language at the stage of learning. The educational potential of idioms of different groups and categories in the study of Russian as a foreign language by Chinese students is revealed. Examples of complex tasks are given, involving the development of idioms and phraseological units aimed at the formation of communicative competence and readiness to enter a dialogue, which can be used in teaching the Russian language.

Students’ attitudinal development in a dual language bilingual education program from Grade 1 to Grade 5

ABSTRACT Measures of 31 Latinx students’ attitudes in a Grade 5 Spanish dual language bilingual education (DLBE) program were compared with those of the same students four years prior. Twenty-one mainstream English students comprised a comparison group for the same time period. Some statistically significant changes occurred for students in DLBE related to loss of enthusiasm toward Spanish, but this loss was attenuated for ELLs; similar changes occurred for mainstream English students, with a few exceptions. Measures related to multiculturalism increased marginally for students in both programs. Implications are discussed regarding equitable spaces to nurture the sociocultural competence of bilingual students.

ФОРМУВАННЯ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МОЛОДШИХ СПЕЦІАЛІСТІВ З ЖУРНАЛІСТИКИ НА ЗАНЯТТЯХ З УКРАЇНСЬКОЇ МОВИ

У статті акцентовано увагу на важливості формування соціокультурної компетентності студентів спеціальності 061 Журналістика у процесі вивчення української мови у вищих навчальних закладах І-ІІ рівнів акредитації. Окреслено сутність соціокультурної компетентності майбутніх молодших спеціалістів з журналістики, що сприяє усвідомленню себе як носія національних цінностей; формуванню загальної культури, загальнолюдських цінностей, відповідальності за майбутнє Батьківщини; опануванню етики та етичних норм; принципів діалогу з представниками різних поглядів, націй, культур, релігій; формуванню широкого спектру мовленнєвих навичок і умінь; умінь управляти інноваційними процесами та інноваційною діяльністю. Зосереджено увагу на формах і методах навчання, які уможливлюють соціокультурний розвиток української мовної особистості студента.

ЛІНГВОКРАЇНОЗНАВЧИЙ АСПЕКТ РОЗВИТКУ МОВНО- МОВЛЕННЄВОЇ ОСОБИСТОСТІ ПЕРШОКЛАСНИКІВ У ПЕРІОД НАВЧАННЯ ГРАМОТИ

У статті проаналізовано особливості розвитку мовно-мовленнєвої особистості учнів першого класу на уроках української мови. Обґрунтована необхідність і висвітлена специфіка реалізації лінгвокраїнознавчого аспекту соціокультурної компетентності з метою формування в першокласників національної свідомості, духовного багатства і культури. Узагальнено напрями мовленнєвого розвитку, рекомендовано прийоми і засоби навчання української мови з опорою на мовне чуття дітей, наведено приклади завдань.

Mastering Linguistic-Cultural Competence Through The Engagement of Higher Education Institution (IPT) Students in Abroad Mobility Programmes for Academic Purposes

The mastery of cultural-linguistic competence is seen as a matter that can affect the Arabic speaking level of Bachelor of Arts (Foreign Language) Arabic Language Specialization students at University Putra Malaysia to a better level after their involvement in the overseas mobility program for academic purposes at the Language Center of University Al al- Bayt, Mafraq Jordan on February 1 - March 1, 2020. Therefore, this paper aims to discuss the mastery of cultural-linguistic competence regarding the possession of knowledge of the types of language and cultural terms that affect the level of Arabic speaking of students after their involvement in the mobility program abroad for academic purposes. The Socio-cultural Competency Assessment Method of N.M. Belyakova (2008) is used to identify the mastery of cultural-linguistic competence among students through overseas mobility programs for academic purposes. Qualitative research methodology through interviews with 8 students became the main data and information collection method. Hence, the ATLAS software. ti version 6 was used in analyzing the study data. The results of the study show that students who successfully engage in this program for at least one month can gain knowledge of the types of language terms and culture native to the Arabic language in the country as well as help overcome the problem of weakness in their Arabic speaking level.

Implementation of methods for implementing pedagogical conditions for forming socio-cultural competence of future foreign language teachers

The article is devoted to the problem of the formation of sociocultural competence of future foreign language teachers in the pedagogical college system. The article reveals the essence of the methodology for the implementation of pedagogical conditions for the formation of sociocultural competence of future foreign language teachers, which is implemented in three stages (stimulation-motivational – formation of motivation, adaptation of students to the conditions of the experiment; activity – implementation of pedagogical conditions in the classroom and outside the classroom for the effective formation of sociocultural competence ; correctiveresultative – analysis and correction of results) and the veracity of the research hypothesis was verified according to the effectiveness of statistical and mathematical indicators. In the aspect of our previous studies, it was revealed that in the structure of sociocultural competence of future foreign language teachers, information-cognitive, motivational-value, and practical-activity components are distinguished. The criteria for determining the level of formation of the information-cognitive component of the socio-cultural competence of future foreign language teachers are axiological, linguistic-cultural, and practical-communicative. The developed criteria and indicators made it possible to distinguish four conditional levels of formation of sociocultural competence of future foreign language teachers in the process of professional training in the conditions of a pedagogical college: high, sufficient, basic and elementary levels. Research has proven a positive influence on the formation of sociocultural competence of students of the Pedagogical College of the disciplines of psychological and pedagogical and special training. Expanding the content of professional disciplines by adding texts, exercises, audio and video files of a socio-cultural orientation has a positive effect on the development of their socio-cultural competence as an individual’s ability through adequate understanding and respect for other languages and cultures to manifest an active and responsible life in society.

Зміст і структура мовно-комунікативної компетентності вчителя в контексті концепції Нової української школи

The article deals with the problem of teacher’s linguistic and communicative competence, which is up to date in the context of the conceptual educational reforms of the New Ukrainian School. The study reveals the essence of the definition of «linguistic and communicative competence» from the standpoint of acmeological, personality-oriented, activity-based, systemic, and communicative approaches. It has been found that linguistic and communicative competence for teachers is a key professional competence and consists of linguistic, pragmatic, subject-technological, socio-cultural competences and is determined by the peculiarities of professional activity. Based on the analysis of the views of linguists and didactics, psychologists and teachers, the teacher’s linguistic and communicative competence in the context of the New Ukrainian School has been defined as a complex integrative system which function is to balance the language, speech and communicative competencies of a professional. It ensures his/her ability to establish and maintain effective partnerships with all participants in the educational process on a humanistic basis for the implementation of educational tasks of comprehensive harmonious development of the student and for his/her own self-realization and professional self-determination. The article also discloses the essence and components of the outlined construct and identifies the interconnected and interrelated components, which are: cognitive, value-motivational, personal, operational and technological, activity-based and reflexive.