Strategies for supporting younger learners in bridging learning gaps in foreign language classes

Abstract

The article focuses on the theoretical substantiation and practical description of effective strategies for supporting younger learners in overcoming learning gaps in foreign language lessons under conditions of prolonged distance and blended learning, as well as contemporary socio-educational challenges arising from the war. The purpose of the article is to identify and systematize pedagogical strategies that overcome learning gaps in the development of foreign-language communicative competence in primary school learners. The study employs the analysis and synthesis of scholarly sources, the comparative analysis of regulatory documents, the generalization of theoretical provisions from Ukrainian and foreign research, and the description of practical ways to implement the proposed strategies in foreign language teaching. The findings show that learning gaps in younger learners' foreign language development are most clearly manifested in a decline in listening, reading, speaking, vocabulary acquisition, and confidence in using a foreign language. It has been established that effective compensation for learning gaps requires a comprehensive approach combining diagnostic, individualized, game-based, communicative-practical, emotionally supportive, social, and digital components. The study substantiates the use of pedagogical diagnostics as a starting point for corrective work, as it enables the identification of individual learner difficulties and the tracking of learning outcomes through repeated assessment. The potential of individualized instruction, game-based technologies, gradual development of speaking skills, systematic work on reading and listening, emotional support, cooperation with parents, and the use of digital tools for overcoming learning gaps has been identified. The study shows that effective support for younger learners in overcoming learning gaps in foreign language learning depends on the systematic combination of pedagogical, psychological, and organizational strategies, their alignment with learners' age characteristics, and the creation of a safe, motivating, and communication-rich educational environment. Prospects for further research include the development of tools to monitor learners' academic achievement and the implementation of digital technologies to support individualized learning.