The art of communication is one of these components of learning, particularly the one that is most important to the twenty-first century. It's a no-brainer that, among other social skill development, a large component of communication abilities, of contact with peers in face-to-face meetings, has experienced a setback.

This is compounded by the fact that, in the twenty-first century, communication has been shaped by the growth of remote teaching and learning, digital networking, working, and expanding technological interfaces for communication. The brisk pace of life, lack of time, and the influx of abbreviations and text lingo in the exchange of ideas across messaging platforms, frequent inclusion of newer vocabulary in everyday lexis, changed body language protocols, increased cross-cultural communication, and the need for sensitivity towards diversity and inclusion in various contexts have all influenced the nuances of an interaction. All of this, combined with the mandate of collaborating globally later in life to be job ready, and getting the job done in a short period of time, zero tolerance for error, addressing all needs of decision making, critical thinking, mindfulness interaction, creative resolution of disagreements, and so on, are skills that today's students must be prepared for.

The challenge today is how best to handle these components of communicating successfully in an ever-changing setting by assisting the child in acquiring them at home and at school in a hybrid method of learning and teaching that is here to stay. Here are a few options, as well as the path forward.

Keeping a close eye on the ground

In schools and at home, students may be taught to recognise the subtle and pronounced differences in lexis, tone, and meaning in written and spoken communication by being familiar with the shifting subtleties of communication in many circumstances. This can be accomplished by altering the registers (for example, writing a letter to the Principal requesting leave versus calling a friend to express the same intent), changing the task purpose (for example, writing a letter to the Principal requesting leave versus calling a friend to express the same intent), and exposing the child to various communication contexts (for example, writing a letter to the Principal requesting leave versus telephoning a friend to express the same intent).

Digital communication in all forms of media and technology

In these fast-changing times, staying up-to-date with current reading lists, both broadly and deeply, across platforms of the newest in communication spanning from prescriptive to descriptive grammar, new terms in the dictionary — their usage, is a necessity. In today's age of hyper and multi-vertical communication, keeping up with the ever-changing digital platform world for communication purposes is another issue that must be considered. This can be accomplished by familiarisation and practise in class (depending on the Grades) or at home with the use of video links and handholding.

Communication abilities in a variety of situations

Individual speaking tasks, open and closed pair speaking activities, projection of voice, pitch, intonation, and inflection of the voice, pausing and pacing while speaking, and practising conversation skills and topics are all aspects of speaking activities that may be carried out in class, monitored, and given feedback on, including crucial, self-reflection practise. At home, children can be exposed to Ted Talks for ear training in order to grasp the sounds, accents, and different methods of speaking the various types of English language, all of which are acceptable as the language takes on a global form.

Using media and technology to communicate successfully, as well as sensitivity and empathy toward diverse cultural settings in the choice of words and how the purpose is communicated in one's word choice, are all aspects of communicating effectively.