INTERACTION OF LANGUAGES IN THE CONTEXT OF TRILINGUAL EDUCATION IN KAZAKHSTAN

There is no country in the modern world where all citizens speak only one language. Anyone who knows several languages well feels comfortable in a globalized world, a huge information flow is available to him. This expands opportunities in study and work. That is why multilingualism in Kazakhstan was initially considered as a communicative adaptation of citizens. Trilingual education in Kazakhstan is the dictate of the time. The idea of its implementation is connected with the expansion of knowledge and skills, as well as the development of mutual understanding between people, which cannot be achieved without knowledge of languages.

Preparing future primary school teachers for trilingual teaching with Clil technology

The purpose of this research is to evaluate the readiness of future primary school teachers for trilingual teaching with CLIL technology. Qualitative research method was used in the study. A semi-structured interview form prepared by the researchers was used to collect the data. 160 teacher candidates studying at various universities in Kazakhstan in the 2020-2021 academic year participated in the research. As a result of the research, it was determined that the primary school teacher candidates' readiness for trilingual instruction with CLIL technology was insufficient. Research findings revealed the necessity of reorganizing the learning curricula in higher education programs in order for primary school teacher candidates to gain competence in the field of trilingual education with CLIL technology. Keywords: Content and Language Integrated Learning, CLIL technology, trilingual education, teacher competencies, teacher opinions

Organizional-pedagogical conditions of multiculturalism in Kazakhstan

The article is devoted to the problem of organizational and pedagogical conditions in the framework of trilingual education in the Republic of Kazakhstan. The authors consider the essence of the concepts of “conditions”, “pedagogical conditions”, “organizational and pedagogical conditions”, “structure of organizational and pedagogical conditions” in more detail. Psychologists consider the concept of “conditions” in the context of mental development through a set of internal and external causes that determine the overall psychological development of a person, accelerating and slowing it down, influencing the development process, its dynamics and final results. Pedagogical condition is a general scientific one, and its essence in the pedagogical aspect can be characterized in several provisions: 1. A condition is a set of causes, circumstances, any objects, etc. 2. The influence of conditions can accelerate and slow down the processes of development, education and training, as well as affect their dynamics and final results. 3. Caracterized complex influence on the developing, education and studying of a person. The organizational-pedagogical conditions and its’ structure were defined, from the perspective of language education, which is based on problem of investigation of the succession of the multiculturalism in the Republic of Kazakhstan.

Introduction of a system of incentives for students in the process of implementing trilingual education in biology lessons

Trilingual education is one of the important directions for the development of the education system in the Republic of Kazakhstan. This article analyzes the incentive system for students in the process of introducing trilingual education. The article aims to provide some guidance to teachers adopting trilingual education. The trinity of languages is an important factor in social harmony. The variety of cultures and languages is the main property of Kazakhstan. The effectiveness of trilingualism is possible with the right implementation approach and a well-organized system of incentives for students. The main task of coordinating the involvement of students in the process of trilingualism undoubtedly lies with the teacher. And for effective teaching, aimed at the result, the teacher himself needs to be as motivated as possible and in this direction must show true interest. It is very important to introduce innovative teaching methods in trilingual education, learn the experience of other teachers and use teaching methods that increase interest in the process of studying. This can be easily achieved by introducing a system of incentives for students, within the framework of which a cognitive diffi culty arises, to overcome which students must acquire new knowledge or make intellectual efforts. The main challenge is to develop an understanding of the potential of multiple languages in students. This requires an understanding and awareness of the perspective of this direction in teaching. Key words: Trilingualism, multicultural personality, trinity of languages, teaching biology in English, modernization, metho- dology, research, implementation.

Didactic approach to the process of communicative competence formation

Article is devoted to studying of the didactic approach to teaching foreign languages. One of the key elements of foreign languages teaching is didactic approach, which organize and manage the process of teaching and is aimed at achieving the best result. It is very important to chose the appropriate didactic principles and organ-ize its activity in pedagogical process. As a result of analyses of Russian and foreign methodologist in the ar-ticle we made the attempt to elicit and prove the main and effective principles of didactic approach to im-prove the communicative competence of the learners in the conditions of trilingual education.

The role of the teacher’s acmeological competence in the context of trilingual education

The article discusses the concept of the «acmeological competence» and its role in the context of trilingual education. The policy of trilingual education is described, the insufficient level of the English language profi-ciency among secondary school teachers is noted and the need for the development of a multilingual person-ality is revealed. The authors come to the conclusion that in order to realize this need, it is impossible to do without the acmeological competence, which stimulates the development of such personal qualities as self-realization, self-development and self-improvement. This suggests that a person should constantly develop himself in order to achieve good results in professional activities. However, the processes of self-realization, self-development and self-improvement are not particularly important tasks for all people. These processes become important when a person faces the problem of solving professional or life problems. Thus, the au-thors highlight the fact that every adult should set himself difficult tasks in order to achieve personal and pro-fessional growth. In addition to the acmeological competence, the article examines such concepts as «acmeological ability», «professionalism of activity» and «professionalism of the individual», which also play an important role in the professional formation and in the development of personality. In general, ac-cording to the authors, the development of a multilingual personality, which is a task in the trilingual educa-tion, requires a teacher to be highly motivated in the professional activity.

THE USE OF CLICHED FORMULAS IN TEACHING RUSSIAN LANGUAGE TO STUDENTS OF ECONOMIC PROFILE

In this article, we will try to show the use of cliched formulas in teaching Russian to a national audience, namely, specialists in the economic sphere. We have taken as a basis the principle of interconnected learning when teaching Russian to Kazakh-speaking students of Economics in the system of trilingual education. It should be noted that the principle of interconnected learning involves a coordinated selection and presentation of educational material. This principle is significant because each concept is considered from the perspective of three languages that provide greater efficiency in understanding, understanding and memorizing scientific concepts. In Kazakhstan, as is known, trilingual education is provided. Language contacts of Kazakh, Russian and English languages occur in our country in the sphere of economy and education. As a result of this process is the transposition (a positive impact of languages) and interference (negative influence of the native, first language learning, second, language) and languages in General possible convergence (convergence or coincidence of two or more linguistic entities). As you know, a competitive specialist should know not only the features of the socio-cultural and sociolinguistic situation in the country, but also the features of perception, understanding and generation of speech in the second and third languages, be competent in the field of interrelated language learning.