A model of forming polylingual speech culture and communicative competence as a condition for teachers’ training
The article addresses the issue of development of Kazakh, Russian and English languages in Kazakhstan. For this purpose, the authors give a definition of the types of bilingualism and polylingualism. The paper focuses on the significance of modeling of the educational process, the use of effective methods and technologies, gradual formation of foreign language speech culture and communicative competence. The model of multilingual teachers’ training is presented as a combination of motivational-value, content and technological components. In accordance with this, experimental work was conducted in three Kazakh universities. The result of the experiment is a polylingual speech culture and communicative competence of the future teachers within the selected scope of educational material. Another achievement in the experiment is the professional readiness of undergraduates to develop an integrated educational process for the formation of foreign language communicative competence, an ability to apply the concepts of the learning in educational process and justify them in a discussion. In the course of the study, the authors came to a conclusion that future teachers should have an integrated competence: knowledge of a foreign language and linguodidactic skills to plan classes in a foreign language.
Aleevskaya, Yu. I., Ashirbagina, N. L., & Meshcheryakova, N. A. (2016). Educational competence as a subject of pedagogical research. Integraciya obrazovaniya, 20(3).
Bachman, L. F., & Palmer, A. S. (1996). Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford etc.: OUP.
Baker, С. (2006). Foundations of Bilingual education and Bilingualism. Сlevedon: Multilingual Matters.
Beloglazova, T. V. (2006). Foreign language communication in the process of forming the linguistic and humanitarian culture of students of non-linguistic specialties: PhD Dissertation: 13.00.08. Surgut.
Blanche, P. (1994). Is the International Language “Broken English”? Research Reports of Kochi University, Humanities 43, 1–14.
Bulatbaeva, K. N., Fahrutdinova, G. Z., Dlimbetova, G. K., Moldabekova, S. K., & Bakirova, K. Sh. (2019). Ecological Problems of the Region as the Base for Foundation of an English-Speaking Communicative Competence. V International Forum on Teacher Education. Proceedings IFTE-2019.
Bulatbaeva, K. N., Dlimbetova, G. K., & Fahrutdinova, G. (2018). Cogitive-Communicative Technology Of Bilingual Education As Condition Of Formation Of Ecological Competence. European Proceedings of Social and Behavioral Sciences Journal, 185-192.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.
Conception of development of multilingual education in the Republic of Kazakhstan.
Dlimbetova, G. K., & Moldabekova, S. K. (2018). On the principles of subject-language integrated learning in the context of multilingual education. Materials of the international scientific and practical conference "Psychological and pedagogical research in modern education". RUDN (Peoples' Friendship University of Russia).
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2013). What does ‘international university’ mean at a European bilingual university? The role of languages and culture. Language Awareness, 23(1-2), 172-186. https://doi.org/10.1080/09658416.2013.863895
D'yachenko, M. I., Kandybovich, L. A., & Ponomarenko, V. A. (1985). Readiness to work in stressful situations. Pedagogical aspect. Minsk.
Education & Training 2010: Work program adopted by the European Commission in 2001 (2005). ETUCE Circular.
Graddol, D. (2000). The Future of English? A guide to forecasting the popularity of the English language in the 21st century. London: The British Council. https://doi.org/10.1111/lang.12341
Hymes, D. (1972). On communicative competence. In J.Pride & J.Holmes (Eds.) Sociolinguistics. Harmondsworth, England: Penguin Books.
Jeon, M. (2009). Language Ideologies and Bilingual Education: A Korean-American Perspective. Language Awareness, 16(2), 114-130. https://doi.org/10.2167/la369.0
Kachru, B. B. (2006). The English language in the outer circle. World Englishes, 3, 241-255.
Khabarova, L. P. (2011). Foreign language communication in the process of forming the linguistic and humanitarian culture of students of non-linguistic specialties. Bilingual education in higher school. Bulletin of PGPU (Penza State Pedagogical University) named after V.G. Belinsky, 24, 846–852.
Kunanbayeva, S. S., Karmysova, M. K., & Ivanova, A. M. (2006). Concept of development of foreign language education in the Republic of Kazakhstan. Retrieved from: http://gigabaza.ru/doc/62326.html
Law "On Education" of the Republic of Kazakhstan dated July 27, 2007 No. 319-III. Retrieved from: http://adilet.zan.kz/rus/docs/Z070000319_
Law of the Republic of Kazakhstan No. 151-I of 11 July 1997 on languages in the Republic of Kazakhstan. Retrieved from: https://online.zakon.kz/Document/?doc_id=1008034
Makhmudova, A. Zh. (2011). Interference and transfer in teaching foreign languages in the conditions of subordinative triglossia of secondary school students of the Republic of Dagestan. Materials of scientific and methodological readings of Pyatigorsk state linguistic University, IX, 74-79.
Mehisto, P., Marsh, D., & Frigols, M. J. (2012). Uncovering CLIL. Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford, Macmillan Education Publ.
Message of the President of the Republic of Kazakhstan N.A. Nazarbayev to the Citizens of Kazakhstan. Strategy “Kazakhstan-2050”: New political direction of the state (2012). Retrieved from: http://www.akorda.kz/ru/official_documents/strategies_and_programs.
Mikhailova, T. V., Duisekova, K. K. (2018). Current state and perspectives of Foreign language education development at Shokan Ualikhanov Kokshetau State University (non-linguistic specialties). Materials of the Vth International scientific conference «Foreign language education: experience, innovations and prospects», Nov. 12-13. Almaty, Kazakh Ablai Khan University of International Relations and World Languages.
National Academy of Education named after Y. Altynsarin (2017). Common standard of three language education. NAO.
Nazarbaev, N. A. (2002). Strategy of society transformation and Eurasia civilization recreation. EHkonomika, 520.
Nazarbaev, N. A. (2007). New Kazakhstan in the new world. Kazahstanskaya Pravda, 33(25278).
Nurmuhambetova, S. A. (2017). Communicative readiness of non-linguistic students for foreign language usage. PhD dissertation. Astrahan'.
Ospanova, Zh., Tolybayeva, K., Nurkenova, S. K., Duisekova, K. K. & Baltabayeva, G. (n.d.) Lingua and culture study research on indirect communication cognitive metaphor. Хlinguae. European Scientific Language Journal, 157-165.
Roadmap for the development of trilingual education for 2015-2020. Retrieved from: https://online.zakon.kz/Document/?doc_id=35182262#pos=0;0
Silva, L. R., Santos, A. R., & Santos, I. T. R. (2020). Public policies for education of/in the field and the school environment in a settlement of the MST: the intimate relationship with the pedagogical policy. Journal of Research and Knowledge Spreading, 1(1), e11737.
Walker, E. (2010). A systemic functional contribution to planning academic genre teaching in a bilingual education context. Language Awareness, 19(2), 73-87. https://doi.org/10.1080/09658410903431721
Copyright (c) 2021 Revista Tempos e Espaços em Educação
This work is licensed under a Creative Commons Attribution 4.0 International License.
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.