TEACHING ENGLISH WITH PURPOSE: BUILDING CLASSROOM-READY LANGUAGE SKILLS IN FUTURE PRIMARY TEACHERS
TEACHING ENGLISH WITH PURPOSE: BUILDING CLASSROOM-READY LANGUAGE SKILLS IN FUTURE PRIMARY TEACHERS

Summary/Abstract: The present paper discusses the conceptualization, development, and assessment of classroom-ready English language competence in pre-service primary teachers. It states that effective teacher preparation requires combining language proficiency, pedagogical purpose, and professional identity, moving beyond traditional approaches that separate linguistic knowledge from classroom practice. Drawing on theoretical findings in communicative language teaching, sociocultural theory, and reflective practice, the paper examines important language skills, professional discourse functions, and pedagogical strategies, including task-based learning, scaffolding, and technology-enhanced instruction, meant to prepare teachers for real-life classroom interaction. The discussion focuses on curriculum design principles, performance-based and formative assessment practices, and the challenges posed by bridging theory and practice. Finally, the paper suggests that purposeful, integrated language education supports both teacher confidence and professional effectiveness, offering a framework for preparing pre-service teachers to meet the linguistic and pedagogical demands of the primary classroom.

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