METHODOLOGY FOR IMPROVING NATIONAL AND INTERCULTURAL COMPETENCIES OF FUTURE ENGLISH LANGUAGE TEACHERS BASED ON SOCIOLINGUISTIC CASE-STUDY TECHNOLOGY
Keywords:
Sociolinguistic case-study, future English teachers, national competence, intercultural competence, pedagogical technology, teacher training methodology, pragmatic awareness, communicative mediation, cross-cultural communication, pre-service education.Abstract
This study proposes a methodology for improving national and intercultural competencies of future English language teachers through the systematic use of sociolinguistic case-study technology. The research is grounded in contemporary theories of communicative competence, intercultural communication, and sociolinguistics, emphasizing the integration of language, culture, and social context in teacher education. The methodology is designed to develop students’ ability to interpret and use language appropriately in diverse cultural and communicative situations while maintaining sensitivity to national values and cultural identity.
The proposed approach is based on the analysis and modeling of authentic sociolinguistic cases that reflect real-life intercultural interactions, cultural norms, speech behavior, and pragmatic conventions. Case-study technology is employed as an active, student-centered learning tool that fosters critical thinking, reflective analysis, and collaborative problem-solving. The methodology includes clearly defined stages - case selection and design, analytical discussion, guided reflection, and practical application - each aligned with specific learning outcomes related to national and intercultural competence.
The effectiveness of the methodology is ensured through the integration of interactive teaching methods, reflective tasks, and assessment criteria focused on sociolinguistic awareness, intercultural sensitivity, and professional communication skills. The results of the study demonstrate that the systematic use of sociolinguistic case studies significantly enhances future English language teachers’ readiness for intercultural communication and their ability to incorporate national and cultural values into foreign language teaching. The proposed methodology can be effectively applied in higher education institutions for teacher training and may serve as a practical model for modernizing foreign language education in multicultural contexts.
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