From Knowledge to Interaction: Structuring a Textbook Unit for Sociocultural Development

Abstract

The modern paradigm of foreign language education in Kazakhstan is largely determined by the requirements of state educational standards. Among the key goals of bachelor's degree programs in foreign language education is the formation of students' ability to engage in intercultural interaction. This ability, in turn, is fundamentally based on the mastery of sociocultural competence (Safonova, 2014, p. 15).

As Safonova (2014) rightly points out, sociocultural education through a foreign language cannot be reduced to simply familiarizing students with texts about a culture. It requires involving learners in the process of comparing cultures and developing their skills of interpretation and critical analysis. However, an analysis of contemporary textbooks reveals that many authors still limit themselves to presenting isolated country-specific facts. Such an approach, while providing useful information, does not adequately prepare students for real-world communication, where cultural knowledge must be applied flexibly and appropriately (Kegeyan, 2015).

The present article seeks to address this gap by proposing a framework for designing textbook units that foster sociocultural competence. Rather than merely analyzing existing materials, the aim is to offer practical guidance for textbook authors and curriculum developers.

Thus, building on the understanding of sociocultural competence as a multidimensional concept, a three-stage framework for unit design is proposed. Each stage serves a distinct purpose and features specific types of tasks that collectively support the development of all competence components.