DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE OF PRIMARY SCHOOL STUDENTS

Abstract. This article explores the transformative potential of Intercultural Communicative Competence (ICC) in the context of foreign language learning within the increasingly interconnected world of globalization. Advocating for early ICC development, the article highlights the benefits of games and diverse language activities, underscoring the importance of teachers as guides. Teachers navigate students through the dynamic marketplace of ideas, fostering dialogue, critical thinking, and empowerment to cultivate a generation capable of celebrating diversity. Early foreign language acquisition is presented as a crucial factor in enhancing psychological development, speech abilities, and general knowledge. The article underscores ICC's relevance and multifaceted nature, promoting its integration into language instruction for a more connected, harmonious world.

Keywords: Cultural awareness, communication skills, globalization, foreign language learning, teaching strategies, intercultural mediator, teamwork.

In a world increasingly interconnected, the swirling tides of globalization have set cultures and languages on a dynamic course. This fluidity brings a wave of communicative complexities, impacting lives in myriad ways. Recognizing this, researchers have flocked to the alluring shores of Intercultural Communicative Competence (ICC) and its transformative potential for foreign language learners. When woven into language instruction, ICC empowers students to delve deeper, fostering a thoughtful reflection on their own cultural tapestry, and inviting insightful comparisons with others. This mindful engagement ignites intercultural awareness, a beacon guiding students to navigate the sea of differences with understanding and empathy. Intercultural communication encompasses the multifaceted processes of interaction between individuals from diverse cultural backgrounds, with the ultimate aim of fostering mutual understanding and facilitating effective communication. However, the inherent complexity of this concept resists reductive singular definitions. Sadokhin A.P. defines intercultural communicative competence as a complex repertoire of knowledge and skills. This allows individuals to navigate intercultural communication effectively by accurately assessing situations, utilizing verbal and non-verbal means strategically, enacting their communicative intentions, and verifying success through feedback. [1, p. 288] Notably, the author emphasizes that competence goes beyond mere cultural knowledge; it hinges on recognizing and appreciating the inherent diversity within cultures. Mastering Intercultural Communicative Competence (ICC) isn't just about speaking a foreign language, it's about dancing gracefully across cultural contexts. It's a demanding tango, requiring an intimate understanding of different cultural nuances to navigate interactions effectively.

The cultivation of ICC should commence at an early age, regarding the child as a developing individual who requires an understanding and respect for their interests and rights. The concept of establishing optimal conditions for the young student's personality development and the cultivation of their initiative is advocated. It is emphasized that a younger student should perceive themselves as an active participant, consistently discovering new things and thereby becoming part of the culture shaped throughout society's historical development. Educational efforts with children are directed towards creating conditions that enable them to independently explore the world around them. Building ICC in primary students starts with sparking their curiosity, fueling their desire to learn about diverse cultures, igniting their imagination, and fostering their acceptance of different cultural expressions. Foreign language acquisition in early years demonstrably enhances a child's psychological development, speech abilities, and general knowledge. This strategic educational objective lies in the cultivation of a multicultural student body, leveraging the subject's potential to facilitate socialization, instill humanistic values, and enrich the spiritual realm through mastery of foreign language communication competence. The confluence of heightened sensitivity to linguistic cues, fascination with unraveling the mysteries of language experiences, and a strong proclivity for communication renders this developmental stage exceptionally conducive to the mastery of communication skills.

Preparing younger schoolchildren for intercultural dialogue is accomplished through the implementation of multicultural education. This educational approach, known as multiculturalism, is centered on equipping the younger generation for life in a diverse, multinational environment. The primary goal is to develop the ability to communicate and collaborate with individuals from various nationalities, races, and faiths. This, in turn, aims to instill an appreciation for the uniqueness of other cultures and work towards eliminating negative attitudes towards them. The readiness for intercultural dialogue in younger schoolchildren involves several key aspects: self-identification, where individuals recognize themselves as part of an ethnic group; a positive perception of intercultural differences; overcoming cultural barriers; and a preparedness for engaging in interethnic dialogue and fostering mutual understanding.

Student engagement in class unlocks their self-growth. A captivating lesson hinges on two factors: intriguing material brimming with engaging content, and masterful teaching techniques wielded by the instructor [2, p. 154]. Through this immersive experience, students cultivate intercultural awareness, transforming from passive observers into skillful navigators.  Intercultural learning doesn't demand encyclopedic knowledge of every culture. It's more about creating a safe space where students can explore their own perceptions of others – from diverse backgrounds and identities – and vice versa. This journey of self-discovery is nurtured by skilled language teachers who can navigate potential misunderstandings, stereotyping, and prejudice. By countering negative attitudes with open dialogue and critical thinking, teachers empower students to embrace the human mosaic rather than fear its differences. To equip students with cultural awareness and minimize their anxieties, teachers should act as guides, providing foundational knowledge about intercultural differences and monitoring their progress to ensure they reach competence. Understanding how children perceive cultural differences is crucial for foreign language teachers. From movie moments to role-playing games, these encounters offer windows into their evolving awareness. By guiding their exploration, fostering openness to both their own and the target culture, and acknowledging their feelings and perceptions, teachers can pave the way for their students' personal growth and further intercultural learning. Games are an integral element of sparking early English acquisition. Collaborative activities in small groups provide a vibrant playground for maximizing communication practice, fostering teamwork, and cultivating collective problem-solving. This diverse and engaging approach injects fun and motivation into the learning process, unlocking students' creativity and nurturing friendly communication skills that contribute to a positive classroom climate. By embracing playful learning as a foundation, we pave the way for a holistic and impactful early English language journey. The integration of authentic written assignments into foreign language instruction merits significant emphasis. However, such materials must be meticulously chosen to suit learners' age, needs, and level. Moreover, they emphasize grounding language acquisition in students' own cultural experiences for increased relevance and long-term retention. Finally, to maintain engagement and enrich learning, educators should provide diverse activities and materials that cultivate respect for and appreciation of cultural differences.

English textbooks for grades 3-4 (by Lapitskaya, Sedunova, Kalishevich et al.) [3;4] offer various techniques to build students' foreign language communication skills. These include:

• Listening: Comprehending audio material through activities like listening and analysis.
• Speaking: Developing conversational skills through activities like monologue dramatization and guided dialogue completion.
• Vocabulary: Expanding vocabulary knowledge through tasks like sentence building and text reordering.
• Grammar: Reinforcing grammatical understanding through exercises like multiple choice, sentence matching, and picture-based storytelling.

Small group language exercises not only energize students but also cultivate a vibrant garden of skills, from budding critical thinking and expressive imaginations to blooming self-discipline, collaborative spirit, cultural awareness, and a blossoming connection between language and other fields.

In summary, this article emphasizes the significance of Intercultural Communicative Competence (ICC) in the context of globalized foreign language learning. It supports the early cultivation of ICC, emphasizing the importance of incorporating games, varied language exercises, and teachers serving as indispensable mentors. Student engagement is portrayed as pivotal, with an emphasis on intriguing content and effective teaching techniques. The article positions ICC as a dynamic journey beyond cultural knowledge, encouraging students to navigate differences with understanding. The goal is to nurture a generation capable of celebrating diversity and contributing to a more connected, harmonious world.