FOREIGN LANGUAGE TEACHING IN PRIMARY EDUCATION WITHIN THE PROCESS OF GLOBALIZATION

Аннотация

This paper explores the role of foreign language education in primary schools in the context of globalization. As the world becomes more interconnected, early language acquisition is increasingly recognized as a critical skill for future global citizens. The study highlights the importance of incorporating innovative teaching methods, culturally relevant materials, and communicative approaches in language instruction. It also discusses challenges such as lack of qualified teachers and limited resources. Recommendations are made to improve the quality andeffectiveness offoreign language teaching inprimary education systems. Keywords: Globalization, foreign language teaching, primary education, early language acquisition,communicative approach, language policy, teacher training. In the 21st century, globalization has become a defining feature of modern society, influencing not only economics and politics but also education systems worldwide. One of the most prominent educational implications of globalization is the increasing demand for foreign language proficiency. As nations become more interconnected through technology, migration, and international cooperation, the ability to communicate in more than one language is viewed as an essential competency forbothpersonal and professional development. Foreign language education, once considered a secondary or optional subject in many school systems, is now being prioritized from the early stages of schooling. Numerous studies in cognitive science and pedagogy have demonstrated that early language learning offers several advantages, including enhanced cognitive flexibility, improved problem-solving skills, and greater cultural awareness. Therefore, teaching foreign languages at the primary level is no longer a matter of enrichment but a strategic component of preparing globally competent individuals. In this context, primary schools play a crucial role as the foundation for lifelong language learning. The early years of formal education are formative, not only in developing basic literacy and numeracy but also in shaping learners' attitudes toward languages and cultures. Introducing foreign languages during this stage can foster curiosity, openness, and intercultural understanding among young learners. However, despite its growing importance, foreign language teaching in primary education faces several challenges. These include a shortage of trained language teachers, lack of age- appropriate teaching materials, insufficient time allocation within the curriculum, and inadequate assessment frameworks. Moreover, many educational systems still rely on outdated, grammar-heavy approaches that do not align with the communicative needs of today's globalized world. This paper explores the current state of foreign language teaching in primary education within the broader framework of globalization. It discusses the theoretical foundations for early language learning, examines existing practices in different countries, and identifies the key obstacles and opportunities. The ultimate goal is to highlight effective strategies and offer page81 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue06,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai recommendations for enhancing foreign language education in the early grades, thereby supportingthedevelopment ofmultilingual, globally aware citizens. This study adopts a qualitative research approach to explore the current practices, challenges, and opportunities associated with foreign language teaching in primary education within the framework of globalization. Given the descriptive and exploratory nature of the topic, qualitative methods are particularly suitable for gaining in-depth insights into educational policies, teaching methodologies, and classroom realities. Pimary Foreign Language Proposed Solutions TeachingChallenges Shortage ofqualified Implement continuous professional development foreign language teachers and specialized teacher training programs Lack of age-appropriate Createinteractive, culturally relevant, and engaging teaching materials and multimedia-based resources Integrate language learning across Limited instructional time thecurriculum and use allocated forforeign languages extracurricular activities Useoftraditional, grammar-focused Adopt communicative and teaching methods task-based language teaching approaches Insufficient classroom technology and Invest in digital tools and resources provideteachertraining ontechnology use Incorporategames, songs, Lowstudent motivation and interactive activities and engagement toenhance interest The research was conducted as a comparative case study, analyzing both international and local contexts. The design includes document analysis, semi-structured interviews with language educators, and classroom observations where available. The goal was to examine how foreign languages