Developing Cross-Cultural Awareness in Young Learners through Interactive Cognitive Strategies: An Action Research Approach

Abstract

One of the key areas in modern foreign language teaching methodology is instruction for younger learners, aiming to foster curiosity toward linguistic and cultural diversity while promoting speech and cognitive development. However, language teaching for children often falls short due to underdeveloped theoretical and technological frameworks that fail to reflect their age-specific characteristics. The absence of well-defined cognitive strategies further reduces the effectiveness of English education at the elementary level. This study addresses these challenges by examining the role of interactive cognitive strategies in teaching English to young learners. Its objectives are to analyze the use of interactive cognitive strategies in literature and school practice, to define their essence, structure, and instructional content, to determine pedagogical and methodological conditions for their effective application, to design relevant classroom tasks and exercises, and to conduct and evaluate experimental teaching to assess their impact. The research explores theoretical foundations, experimental implementation, and pedagogical outcomes. The Introduction outlines the framework, aims, and significance; the First Chapter develops theoretical bases and key concepts; the Second Chapter presents experimental design and findings; and the Conclusion summarizes results, provides methodological recommendations, and suggests directions for future research on improving English education for children through interactive cognitive strategies.