COMMUNICATIVE COMPETENCIES: THE ROLE OF STRATEGIC SILENCE IN QUELLING EMOTIONAL RED FLAGS

Authors

  • Beatrice N. Manyasi School of Education, Maasai Mara University, Kenya

DOI:

https://doi.org/10.46827/ejals.v8i1.579

Keywords:

intercultural competence, English language teaching, innovative pedagogies, communicative competence and strategic silence

Abstract

This study investigates the strategies and practices employed in schools to enhance the acquisition of Communicative Competencies in English language learning. It focuses on three key research areas: the activities learners engaged in to develop Communicative Competencies, the specific competencies applied, and the role of Strategic Silence in managing emotional challenges during lessons. A qualitative approach was utilized, with data collected through classroom observation, lesson recordings, and interviews with teachers of English Language. The findings revealed that learners participated in a range of interactive activities, including group discussions, role-plays, and problem-solving tasks among others, fostering their ability to express ideas effectively and adapt to diverse communication contexts. Teachers emphasized linguistic, pragmatic, and sociolinguistic competencies. The study has notably supported the proposition that Strategic Silence emerges as an effective tool in addressing emotional red flags, promoting reflection, and maintaining harmony. These insights contribute to the understanding of best practices for enhancing communication skills and emotional resilience among learners.

Author Biography

  • Beatrice N. Manyasi, School of Education, Maasai Mara University, Kenya

    Beatrice N. Manyasi is an Associate Professor of Language Education, currently serving as the Director of the Board of Postgraduate Studies at Maasai Mara University, Kenya. She holds a PhD degree from Moi University and has published widely in refereed journals besides reviewing journal articles and books. She is the author of “Language Education for Sustainable Development; Application of Literature-Based Models (2024); Pronunciation Pedagogy and Intelligibility Issues in Language Acquisition (2020); Acquisition of Requisite Competencies in Developing Reading Ability among Early Graders: Instructional Strategies and Approaches (2019) and a co-author of the chapter; ‘Building Bridges: A Case Study of a Kenya - US Faculty Exchange and Emerging Partnership” in At School in the World: Developing Globally Engaged Teachers, (Rowman & Littlefield, 2023) among others. Prof Manyasi has previously served as the Dean of the School of Education, a Chair of the Department (Curriculum, Instruction and Education Management) and Director of the Kajiado Campus of Maasai Mara University- Kenya. Her areas of research interest are language education, applied linguistics, pedagogy, Teacher Education, curriculum instruction and educational technology.

    ORCID: https://orcidorg/0009-0000-9510-6083

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Published

2025-02-16

Issue

Vol. 8 No. 1 (2025)

Section

Articles

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