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Title Formation of foreign communicative competence of adult immigrants in the USA
 
Names Sadovets, Olesya
Date Issued 2014 (iso8601)
Abstract The necessity of forming foreign communicative competence of adult immigrants has
been substantiated. The topicality of this issue for Ukraine has been defined. The experience of
Global Talent Bridge, an initiative of World Education Services that is dedicated to helping
skilled immigrants fully utilize their talents and education in the United States, concerning
formation of adult immigrants’ communicative competence has been analyzed. It has been
defined that their research concerning organization and realization of contextualized
education of adult immigrants aimed at the formation of communicative competence in the
process of learning English as a second language has positive results and can be used as a
basis for formation of communicative competence of Ukrainian emigrants. Principles of
communicative approach to learning a language and the essence of learning for specific
purposes have been defined. It has been determined that the education of adult immigrants
aimed at the formation of communicative competence is sure to presuppose the availability
of contextualized curriculum. The definition of contextualized curriculum has been given. It has
been stated that in the process of its elaboration it is necessary to take into consideration
the aim of immigrants’ language learning, the priority of fluency and proficiency of
language, principles of learning a foreign language by adults, communicative aspect of
learning a language, the necessity of forming skills of Basic Interpersonal Communication
and Cognitive Academic Language Proficiency; usage of special tests for checking skills of
communicative competence, different types of lessons for proficient knowledge of everyday
English as a second language.
Genre Стаття
Topic communicative competence
Identifier Sadovets O. Formation of foreign communicative competence of adult immigrants in the USA / O. Sadovets // Comparative Professional Pedagogy. – 2014. – № 4 (1). – P. 40-46.