INTEGRATING COMMUNICATIVE AND SOCIAL-EMOTIONAL COMPETENCIES IN PRIMARY ENGLISH LANGUAGE TEACHING: THEORETICAL AND METHODOLOGICAL FOUNDATIONS

Primary English language teaching in many post-Soviet educational systems treats communicative development and social-emotional learning (SEL) as parallel, non-intersecting processes. This theoretical article argues that such separation constitutes a structural barrier to meaningful communicative development in young learners. Drawing on communicative competence theory (Hymes, 1972; Canale & Swain, 1980; Savignon, 2002), SEL research (Goleman, 1995; CASEL, 2020; Zins et al., 2004), and affective pedagogy (Arnold, 1999; Mercer & Dörnyei, 2020), we construct a methodological framework for integrative curriculum design. Comparative analysis of Finland, Singapore, and the United States against Uzbekistan reveals three systemic conditions for successful integration: formal SEL articulation in curricula, dedicated teacher training, and multi-dimensional assessment. Local observation data (Toshmatov, 2021) corroborate international evidence: students with higher emotional regulation initiated peer communication 2.5 times more frequently and re-engaged after errors at a 78% rate (vs. 31% in the low-SEL group). The article concludes with a conceptual integration model and three policy recommendations.

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