This article examines the pedagogical conditions necessary for developing dialogic speech among primary school students based on a variative approach. It highlights the role of creating flexible and interactive classroom environments, incorporating varied teaching methods such as pair and group work, role-playing, and problem-solving activities. The study emphasizes the importance of teacher preparedness, methodological planning, and a supportive learning atmosphere in enhancing students’ communicative competence, critical thinking, and active participation. The research demonstrates that applying these pedagogical conditions effectively fosters students’ dialogic speech, social skills, and overall cognitive development.

variative approach, dialogic speech, primary education, pedagogical conditions, communicative competence, interactive teaching, student-centered learning

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