A LEVEL-BASED APPROACH TO INTERCULTURAL COMMUNICATION FOR DEVELOPING PRE-SERVICE PRIMARY TEACHERS' LEARNING AND STRATEGIC COMPETENCE
Abstract
This article investigates the implementation and challenges of the level-based approach within the Ukrainian higher education system, specifically concerning the formation of English-language learning and strategic competence of pre-service primary school teachers. Against the backdrop of Ukraine's ongoing educational reforms and its integration into the global academic landscape, the study highlights the critical need to align national foreign language education standards with European requirements, as exemplified by the Common European Framework of Reference for Languages (CEFR). While the CEFR provides a robust framework for defining and assessing language proficiency levels, a detailed analysis reveals inconsistencies in its application within Ukrainian universities, particularly regarding the allocation of guided classroom hours and the variability of student entry levels. The research emphasizes that a significant proportion of incoming students do not meet the expected B1+ proficiency level for bachelor's programs, posing a substantial challenge for institutions tasked with developing communicative and professional competence within limited timeframes.The study critically examines the current curriculum for primary education specialists, noting discrepancies in course titles, placement within programs, and overall hours dedicated to foreign language instruction. It advocates for a more structured and extended foreign language curriculum, proposing distinct courses for general and professional communication. The article also underscores the advantages of the level-based approach, including clear learning objectives, the use of authentic materials, and the potential for international certification. Ultimately, this work provides a foundational analysis for establishing and correlating specific levels of foreign language learning and strategic competence in future primary school teachers with recognized international proficiency standards.
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