An Integrative Approach for Building the Prospective Teachers' English Language Dialogic Competence

The study observes the critical role of an integrative approach in building prospective teachers' English language dialogic competence as an essential element of Ukraine's integration into the global educational landscape. As globalisation requires a high level of foreign language proficiency, especially in English, integrating dialogic speech becomes crucial for effective intercultural dialogue and communication at higher education institutions. The integrative approach addresses the fragmentation of knowledge by fostering general and professional competencies alongside forming a holistic worldview. The study draws on various theoretical methods and scholars' works, demonstrating the evolution of integrated learning in modern education. Practical implementation involves interdisciplinary pedagogical strategies and the creation of integrated courses, fostering comprehensive understanding and coherence. Notable approaches include English for Specific Purposes (ESP), Content and Language Integrated Learning (CLIL), and English as a Medium of Instruction (EMI), gradually integrating language and professional subjects. Developing dialogic competence, encompassing linguistic, social, and cultural skills, is intertwined with language learning and requires an integrative approach. Various teaching methods, such as language immersion, interactive learning, and authentic materials, facilitate dialogue skill development. Effective integration depends on restructuring the content and teaching methods to suit the students' psychological and pedagogical characteristics and motivation. The study highlights the transformative potential of the integrative approach in developing skilled and culturally aware prospective teachers. Prospects for further research can include the profound study of implementing the integrative approach to building prospective teachers' English dialogic competence in Ukraine and abroad.