This article describes a structural-content model for the formation of foreign language communicative competence in primary school students. It examines the essence and importance of developing foreign language communicative competence among young learners. The study analyzes methodological approaches, pedagogical conditions, and features of the learning process aimed at enhancing students’ communicative abilities at the initial stage of foreign language acquisition. The authors highlight the significance of the structural components of foreign language communicative competence, including linguistic, sociolinguistic, pragmatic, and emotional-value aspects of communication. In the context of educational digitalization, diagnostic measures were conducted to assess the effectiveness of the proposed model for developing foreign language communicative competence in primary school students. Statistical analysis revealed a high correlation between the improvement of foreign language communicative competence indicators in the experimental group and the implementation of the authors’ educational-methodical complex in the learning process, thus confirming the model’s effectiveness. The article is intended as methodological support for primary school teachers and foreign language specialists. The findings can contribute to improving the quality of foreign language teaching in primary education.