METHODOLOGY FOR DEVELOPING COMMUNICATIVELINGUISTIC COMPETENCE IN PROSPECTIVE ENGLISHTEACHERS FOR TEACHING YOUNG LEARNERS
Keywords:
Communicative-linguistic competence, Young Learners (YL), Preservice teacher training, Pedagogical methodology, Scaffolding, TPR, Micro-teaching.Abstract
This article addresses the pedagogical methodologies required to foster
communicative-linguistic competence in pre-service English teachers, specifically tailored for the primary education sector. Teaching Young Learners (YL) demands a unique blend of linguistic precision and communicative flexibility. The research explores the integration of Task-Based Learning (TBL), Game-Based Pedagogy, and Total Physical Response (TPR) into the curriculum of higher education language programs. Through a qualitative analysis of instructional strategies, the study identifies that prospective teachers must not only possess language proficiency but also the ability to "scaffold" language for cognitive levels of children aged 6–10. The findings suggest that a micro-teaching approach combined with reflective practice significantly enhances the pedagogical readiness of future educators.
