THEORETICAL FOUNDATIONS UNDERPINNING THE DEVELOPMENT OF COMMUNICATIVE LITERACY AMONG ELEMENTARY SCHOOL STUDENTS
Abstract
This article describes scientific and theoretical foundations underpinning the development of communicative literacy among elementary school students, with a focus on contemporary educational approaches. The article examines key theoretical frameworks that contribute to the understanding of communicative literacy acquisition, including socio-cultural, cognitive, and linguistic perspectives. The paper deals with how these theories inform the design and implementation of instructional strategies aimed at fostering communicative competence in young learners. In the article, special attention is given to the integration of technology and innovative teaching methods that align with the demands of the 21st-century learning environment.
Keywords
How to Cite
References
Halliday, M. A. K. (1975). Learning how to mean: Explorations in the development of language. Elsevier.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Bruner, J. S. (1983). Child's talk: Learning to use language. Oxford University Press.
Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. The MIT Press.
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
National Research Council. (2000). Inquiry and the National Science Education Standards. National Academies Press.
Warschauer, M. (2000). Technology and Social Inclusion: Rethinking the Digital Divide. MIT Press.
Galskova N.D. The theory of teaching foreign languages. Lingvodidactics and methodology / N.D. Galskova, N.I. Guez. M.: Academy, 2015. 363 p.
Khamraeva E.A. Formation of communicative skills in junior schoolchildren in Russian language lessons: in the aspect of modeling teaching aids: diss. Doctor of Pedagogical Sciences: 13.00.02 – Theory and methodology of teaching and education (by area and level of education). M., 2004. 416 p.
Mastering social competencies / ed. I.A. Zimyaya. M.: MPSI; Voronezh: MODEK, 2011. 591 p.
Shchukin A.N. Methods of teaching the Russian language as foreign language: textbook / A.N. Shchukin. M.: Flinta, Nauka, 2018. 508 p.
Sarsenbaeva Z. CROSS-CULTURAL INTERPRETATION OF SYMBOLS IN ENGLISH AND UZBEK LITERATURE //Евразийский журнал технологий и инноваций. – 2023. – Т. 1. – №. 10. – С. 146-149.
Sarsenbaeva Z. J. Pedagogical possibilities for improving linguocultural competence by means of studying proverbs //Colloquium-journal. – Голопристанський міськрайонний центр зайнятості= Голопристанский районный центр занятости, 2021. – №. 5-2. – С. 22-24.
Sarsenbaeva Z. COMPARING LINGUISTIC DEVICES IN ENGLISH AND UZBEK NON-REALISTIC WORKS //Молодые ученые. – 2023. – Т. 1. – №. 15. – С. 32-34.
Utebaev T., Sarsenbaeva Z. Sprachliche analyse von sprichworten. Berlin Studies Transnational Journal of Science and Humanities. Vol. 1 Issue 1.5 Pedagogical sciences.
Сарсенбаева З. и др. Expression of proverbs in the present indefinite tense with translations in Karakalpak and Russian languages //Молодой ученый. – 2018. – №. 18. – С. 471-473.
License
Copyright (c) 2024 Feruza Kholikulova
This work is licensed under a Creative Commons Attribution 4.0 International License.
