A CASE-STUDY-BASED METHODOLOGICAL MODEL FOR ENHANCING THE NATIONAL AND UNIVERSAL CULTURAL COMPETENCIES OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS THROUGH LINGUODIDACTIC AND SOCIOLINGUISTIC APPROACHES
Keywords:
Linguodidactics, Sociolinguistics, Case-study model, National competency, Universal cultural competency, Prospective teachers, Intercultural communication.Abstract
This paper explores the development of national and universal cultural competencies in future English language teachers using a structured case-study methodological model. In the era of globalization, a language teacher must act as a cultural mediator; however, pedagogical gaps often exist between linguistic proficiency and sociolinguistic awareness. This study integrates linguodidactic principles with a sociolinguistic approach to bridge this gap. The proposed model utilizes real-world case studies that challenge students to analyze cultural collisions, social norms, and ethical dilemmas in both Uzbek (national) and Global (universal) contexts. The methodology emphasizes the "comparative-cultural analysis" stage, where students identify linguistic markers of identity and politeness. Results suggest that this model not only improves communicative fluency but also fosters a professional identity capable of representing national values in a global English-speaking arena. The findings provide a framework for modernizing curriculum design in higher pedagogical education.
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