SEMIOTIC TRANSFORMATION AS A METHOD FOR DEVELOPING STUDENTS’ SOCIOCULTURAL COMPETENCE

Abstract

The article explores the use of the method of semiotic transformation for developing students’ sociocultural competence in Russian language and literature classes in schools with Kazakh as the language of instruction. In the context of bilingual education, the authors view semiotic transformation as a means of integrating various sign systems – verbal, visual, and multimodal – into the learning process. The methodological experiment conducted in 5th grade classes involved the creation of multimodal products such as mind maps, digital books, comics, visual projects, and scenarios of intercultural interaction. The learning process was supported by the use of digital platforms such as Miro, Pixton, and StoryJumper, which facilitated the visualization of cultural meanings and engaged students in a dialogue with the target culture. Semiotic transformation was implemented through tasks involving the interpretation of illustrations, the creation of cultural routes, and the dubbing of animated films. These activities stimulated personal reflection, intercultural imagination, and active participation in the educational process. The approach presented in the article has proven to be effective as a teaching method aligned with the cognitive and emotional characteristics of the modern generation, which is oriented toward visual perception and digital technologies. This methodology can be recommended for integration into educational practice to enhance the quality of education and to develop key competencies necessary for living in a multicultural society.