The article analyses the pedagogical role of sociolinguistic competences in fostering communicative development in the teaching of Bulgarian Language and Literature at the primary stage. Grounded in the communicative-speech orientation of contemporary pedagogy, the study argues that linguistic learning in the early years should transcend the mechanical acquisition of grammatical rules and instead cultivate the child’s ability to use language as a medium of communication, social interaction, and cultural expression. The discussion synthesises the theoretical contributions of key Bulgarian scholars such as Gerdzhikova, Dimchev, Ivanova, and Videnov, who emphasise the interdependence between linguistic, pragmatic, sociocultural, and discourse competences. It demonstrates how sociolinguistic competence- understood as the ability to apply language appropriately within varied social contextsintegrates multiple dimensions, including linguistic variation, pragmatic sensitivity, sociocultural awareness, and critical reflection on language and power.Within the framework of Bulgaria’s State Educational Standards and curriculum reforms, the article situates these competences as essential for developing pupils’ communicative autonomy, intercultural understanding, and capacity for social participation. The analysis also highlights the pedagogical implications of sociolinguistic instruction, where teaching becomes an interactive process shaped by learners’ strategies, social identities, and contextual awareness. Ultimately, the research underscores that the development of sociolinguistic competence in primary education is not only a linguistic objective but also a formative process contributing to pupils’ moral, aesthetic, and cultural growth.