The concept and structure of communication barriers in psychological science

Abstract

The article examines the importance of effective communication as a determining factor in the productive functioning of a modern educational environment, in particular in multicultural schools. It is shown that in the context of active migration processes, the issue of forming a safe and supportive communicative space for migrant children becomes particularly relevant.
The psychological and pedagogical aspects of communicative interaction between students, teachers, administration and parents are analyzed, the specifics of information exchange and emotional interaction in a multicultural environment are outlined. The impact of effective communication on the school microclimate, academic results, social adaptation and development of emotional maturity of students is determined.
The types of communicative barriers that arise in migrant children are systematized, in particular linguistic, cognitive, emotional, sociocultural and personal, and the mechanisms of their manifestation are outlined. It is emphasized that these barriers cause a decrease in learning motivation, anxiety, difficulties in establishing interpersonal contacts, which can lead to communicative isolation and emotional burnout of students.
The importance of a comprehensive approach to overcoming communication difficulties is emphasized, which includes psychological support, the development of intercultural competence of teachers, the formation of a safe educational environment and the implementation of personally oriented communication strategies. The key role of the teacher as a facilitator of intercultural dialogue, a mediator of social adaptation and an active subject of the formation of a tolerant communicative space is revealed.
It is specified that pedagogical communication should be based on the principles of humanistic psychology, include active listening, an empathetic approach, support for emotional security and stimulation of the language activity of migrant students. The importance of subject-subject interaction as the basis of trusting relationships between a teacher and a child and a factor in reducing the level of communicative tension is substantiated.
The practical significance of the study for the development of psychological support programs, pedagogical communication strategies and a system for improving the qualifications of teachers in the direction of intercultural competence and the psychology of communication is emphasized. The results can be used in the activities of teachers, psychologists, social educators, education managers and specialists of inclusive resource centers, as well as in the training of future teachers.