PERSON-CENTERED APPROACH OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT FOR PRIMARY SCHOOL STUDENTS

ABSTRACT

This paper investigates the person-centered approach to developing foreign language competency in primary school pupils, acknowledging the distinct cognitive, socio-emotional, and cultural elements of this key developmental stage. The person- centered approach, which is based on humanistic psychology, stresses unique learning experiences, valuing each student's autonomy, motivation, and self-regulation in the language learning process. The purpose of this paper is to explain the theoretical basis of person-centered education, demonstrate its relevance to foreign language acquisition, and investigate its practical consequences in primary school settings.

Keywords: person-centered approach, foreign language competence, primary school students.

Introduction

Foreign language proficiency is an important part of a student's cognitive and socio-cultural development in today's ever-changing educational scene. Recognizing the importance of this endeavor, educators and academics have investigated a variety of pedagogical approaches to improve language learning experiences for primary school pupils. The person-centered approach is one such strategy that has gained popularity due to its emphasis on individualized learning. The purpose of this study report is to explicate the theoretical underpinnings, practical ramifications, and effectiveness of the person-centered approach to foreign language competency development among primary school pupils.

As primary school pupils begin their journey to learn a foreign language, it is critical to recognize the distinct characteristics of this developmental stage. Their cognitive flexibility, linguistic receptivity, and socio-emotional dynamics all have an impact on the language learning process. The person-centered approach, which is based on humanistic psychology and educational philosophy, fits the developmental needs of primary school pupils perfectly. This approach tries to establish an environment conducive to meaningful language acquisition by recognizing and valuing each student's individuality, encouraging not only linguistic proficiency but also a good attitude toward other cultures and languages.

This study considers a person-focused method to teaching foreign languages, which evolved as the antithesis of the teaching process, which is centered on the teacher's personality. Personality-oriented learning, which emerged at the end of the twentieth century within the framework of the humanistic approach, was initially aimed at creating a psychologically comfortable environment that promotes the development of students' creative and intellectual abilities as well as their self-confidence. The appeal to a person-centered approach stems from a desire to overcome discrepancies between the stated goals of teaching a foreign language in school and actual practical outcomes. Thus, the purpose of training is the development of communicative skills that enable verbal communication in real-world circumstances, while the conditions and means of execution are insufficient, i.e. artificial. The analysis of practice reveals that school children are unmotivated to learn a foreign language despite their natural desire to do so. Furthermore, the inability to employ real-life foreign language speech experience does not allow for major achievements in foreign language education. Thus, the relevance of the chosen topic for the theory and practice of teaching a foreign language in secondary school stems from the presence of a number of contradictions in the educational process, as well as the urgent need to develop a holistic concept of foreign language person-centered education in this period, taking into account both the subject's specifics and potential, as well as the age characteristics of students. The major challenge of this study was the lack of a coherent concept and a technologically developed model for executing it, which would give a set of conditions for the personal and subjective creation of a school graduate with the content and means of the topic "foreign language."

Literature review

The person-centered approach to developing foreign language competency in primary school kids emphasizes the need of adapting language teaching to individual needs and skills. Existing research shows that individualized training improves linguistic competency and cognitive development in early infancy. Scholars say that a student-centered approach promotes a more inclusive and engaging learning environment by taking into account different learning styles and cultural backgrounds. This research also looks into the function of teacher-student rapport, highlighting the need of developing strong bonds to improve language acquisition. Furthermore, research is being conducted to determine the usefulness of using technology and interactive activities within a person-centered framework to improve language learning outcomes for young learners. This overview of the literature lays the groundwork for understanding the theoretical foundations and practical implications of person-centered foreign language education in elementary schools.

Theoretical framework

The theoretical framework driving the investigation of the person-centered approach to the development of foreign language competency in primary school students is based on numerous fundamental educational ideas and frameworks. The constructivist perspective, which holds that learning is an active process shaped by individuals' experiences and interactions, is at the heart of the theoretical underpinning. This notion is supported by the person-centered approach, which emphasizes the need of individualized, experiential learning adapted to each student's unique requirements and past knowledge.

Vygotsky's (1896-1934) theory emphasizes the social dimension of learning as well as the importance of social interactions in cognitive growth. The person-centered approach to foreign language competency development recognizes the importance of teacher-student relationships, peer collaboration, and cultural influences in influencing language acquisition. The person-centered method is guided by the humanistic educational philosophy, which focuses on individual growth, self-actualization, and personal agency. This concept considers each student as a distinct individual with inherent potential, coinciding with the goal of developing foreign language competency in a way that recognizes and responds to individual differences.

Understanding how the person-centered approach influences foreign language competence requires an understanding of the theoretical underpinnings of motivation and self-determination. The approach aims to improve engagement and persistence in language acquisition by addressing students' intrinsic motivation and autonomy in the learning process.

Differentiated instruction, a pedagogical strategy that tailors teaching methods and content to fit the unique needs of learners, is included into the person-centered approach. This theoretical lens acknowledges that primary school pupils have diverse levels of preparation, interests, and learning profiles, requiring a flexible and adaptive approach to foreign language training.

By incorporating these theoretical perspectives, the person-centered approach seeks to create a dynamic and inclusive learning environment in which primary school students can actively engage with foreign language content, fostering not only linguistic competence but also a broader set of skills and dispositions necessary for their holistic development.

Methodology

Participants

The study focused on primary school students, considering their age, cognitive development, and the crucial formative years for language acquisition. A diverse group of students from different backgrounds and proficiency levels in the foreign language were selected to ensure a comprehensive understanding of the person-centered approach's effectiveness across various demographics.

Instruments

A triangulation approach was used to confirm the findings' validity and reliability. The integration of data from diverse sources, including assessments, observations, and qualitative instruments, enabled a thorough understanding of the person-centered approach's complex impact on language competence development.

Curriculum Design

The curriculum was developed with a person-centered framework, integrating language learning with aspects of personal growth and cultural awareness. Emphasis was placed on creating engaging and age-appropriate materials that catered to the individual needs, interests, and learning styles of the students. The curriculum aimed at fostering a positive attitude towards language learning by connecting it with real-life situations and meaningful contexts. Each participant was assessed for their linguistic abilities, interests, and personal goals. Based on this assessment, individualized learning plans were crafted to address the unique needs of each student. These plans incorporated a variety of activities, including interactive games, role-playing, and collaborative projects, to ensure a holistic development of language skills while considering the diverse nature of learners.

The person-centered approach extended beyond linguistic competence to include cultural competence. The curriculum integrated cultural elements and real- world scenarios, fostering an appreciation for diverse perspectives. Interactive sessions, virtual field trips, and guest speakers were incorporated to provide students with firsthand experiences of the language in its cultural context.

Regular assessments were conducted, not only focusing on language proficiency but also on personal growth indicators. Continuous feedback sessions were held, encouraging students to reflect on their progress, set personal language learning goals, and express their preferences for learning activities. This feedback loop allowed for adjustments in the approach, ensuring ongoing alignment with individual needs and preferences.

Data analysis

Pre- and post-assessment, observation, and feedback analysis were used to collect quantitative and qualitative data. Statistical approaches were used to assess language competence growth, while qualitative data provided insights into students' personal development, motivation, and attitudes toward language learning.

Ethical criteria were strictly followed, obtaining informed permission from participants and protecting confidentiality. The study prioritized the students' well- being and comfort, recognizing the potential impact of the person-centered approach on their emotional and social development.

Results

The implementation of the person-centered approach to foreign language competence development yielded promising results among primary school students. Quantitative assessments indicated a statistically significant improvement in language proficiency across all participants. Pre- and post-assessment scores revealed a notable increase in vocabulary retention, grammatical accuracy, and oral communication skills. Moreover, the individualized learning plans facilitated a more personalized and effective learning experience, tailoring the curriculum to each student's unique strengths and areas of improvement.

Table 1

Triangulation Summary

Note: The triangulation summary consolidates findings from different data sources for each participant, providing a comprehensive understanding of the person-centered approach's impact.

Key Observations Language Proficiency

Based on the research participants consistently demonstrated improvement in language proficiency as indicated by both quantitative assessments and ILP milestones (Figure 1).

Figure 1. High correlation between standardized test scores and progress in ILP activities

Socio-Emotional Aspects

Positive shifts in socio-emotional aspects were observed across participants, including increased confidence, motivation, and interest in cultural aspects. Qualitative data revealed a connection between improved language skills and enhanced self-expression. Beyond linguistic achievements, qualitative data highlighted substantial growth in students' personal and cultural competencies. Participants demonstrated enhanced confidence in using the foreign language in real-life situations, reflecting a positive correlation between a person-centered approach and increased self-esteem.

Discussion

The results underscore the effectiveness of a person-centered approach in promoting foreign language competence development among primary school students. The emphasis on individualized learning plans allowed for a more nuanced understanding of each student's unique needs, facilitating a tailored educational experience. The success of this approach suggests that acknowledging and incorporating students' personal interests into the curriculum can significantly enhance language acquisition.

The integration of cultural elements not only broadened students' cultural competence but also contributed to a more holistic understanding of the language. The person-centered approach recognizes that language is not learned in isolation but is intricately tied to cultural contexts. As such, the curriculum successfully bridged the gap between linguistic and cultural competence, preparing students for more meaningful and authentic language use in real-world scenarios.

The positive impact on personal development, including increased self-esteem and motivation, aligns with contemporary educational theories emphasizing the importance of socio-emotional aspects in learning. The person-centered approach creates a supportive learning environment that nurtures not only language skills but also the overall well-being of the students.

While the results are promising, it is essential to acknowledge the need for further research and exploration. Long-term studies could provide insights into the sustained effectiveness of the person-centered approach over extended periods. Additionally, examining the scalability of this approach in diverse educational settings and cultural contexts would contribute to a more comprehensive understanding of its potential impact on foreign language education for primary school students.

Conclusion

The person-centered approach to foreign language competence development for primary school students has demonstrated significant benefits. Tailoring language instruction to individual needs led to marked improvements in language proficiency, increased confidence, and heightened cultural awareness. This approach not only enhances traditional measures of language acquisition but also contributes to the socio- emotional development of students. The success of integrating cultural elements underscores the potential of a person-centered approach to not only foster linguistic competence but also promote broader cultural understanding. As a transformative paradigm in language education, this approach holds promise for creating engaged, globally aware, and culturally sensitive learners. While this study provides valuable insights, further research is needed to explore its long-term impact and adaptability to diverse educational settings. In essence, the person-centered approach emerges as a powerful tool in shaping a generation of learners equipped for success in our interconnected world.

References:

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