BILINGUAL COMMUNICATIVE COMPETENCE BASED ON INTERCULTURAL PRAGMATICS

Abstract

This paper proposes an integrative methodology for developing bilingual communicative competence grounded in intercultural pragmatics. While traditional bilingual education has emphasized grammatical accuracy and lexical proficiency, contemporary global communication demands pragmatic awareness, intercultural sensitivity, and the ability to negotiate meaning across sociocultural contexts. Drawing on theoretical frameworks from communicative competence theory, intercultural communicative competence, and intercultural pragmatics, this article outlines principles, stages, pedagogical strategies, and assessment tools for cultivating bilingual speakers capable of effective and appropriate interaction in multicultural environments. The proposed model integrates cognitive, sociocultural, and discursive dimensions, emphasizing authentic interaction, reflective practice, and pragmatically enriched tasks.