«Көптілді білім берудің даму...
Post on 31-Jan-2018
413 Views
Preview:
TRANSCRIPT
-
2
-
,
, 2017 , 556 .
-
, ,
. 2017 , . 556
ISBN 978-601-273-339-6
-
.
.
, ,
, .
.
-
.
.
, , , .
.
/ :
.., ,
., . , .
..,..,
-
.......................................................................................................... 19
.. .................................................................................................................... 22
.., . . ...................................................................................... 25
.. .............................................................................................................................. 30
.., .. ............................................................................ 32
,
,
5-7 ,
.., .. ..................................................................................... 35
.., .., .. .................................................... 39
.., .., .. .................................................... 44
.., .. ...................................................................... 48
TENDENCIES OF DEVELOPMENT OF MULTILINGUAL EDUCATION AT
SECONDARY SCHOOLS IN KAZAKHSTAN
M.B.Karipbaeva, U.I.Kopzhasarova. .......................................................................... 52
-
4
.., .. ............................................................................... 55
,
.., .. ............................................................................ 57
. . .......................................................................................................... 60
-
. . .............................................................................................................. 62
. . ........................................................................................................... 64
-
.. ............................................................................................................. 66
.. ............................................................................................................. 69
.. ............................................................................................................... 71
. ............................................................................................................ 73
-
. . ................................................................................................................ 75
-
.. .......................................................................................................... 78
-
5
. . ............................................................................................................. 80
-
. . ...................................................................................................... 83
-
. . ............................................................................................................ 85
. ........................................................................................................ 88
. . .......................................................................................................... 90
. . ............................................................................................................ 92
-
. . .......................................................................................................... 94
. . ............................................................................................................ 97
........................................................................................................ 99
.., .. .................................................................................. 99
.., .. ................................................................................ 102
.., .. ........................................................................ 104
.. ...................................................................................................... 107
.. .......................................................................................................... 109
-
6
. . ............................................................................................................. 111
:
. . ......................................................................................................... 115
-
. . ........................................................................................................ 118
.., .. ................................................................................ 120
................................................................................ 122
.., .. ........................................................................ 122
. . ............................................................................................................ 126
. ., . . ................................................................ 129
.., .. ............................................................................. 134
.. ..................................................................................................... 136
.. ....................................................................................................... 139
.. .......................................................................................................... 142
. . ............................................................................................................. 144
.. ........................................................................................................ 147
-
7
.. ................................................................................................................ 149
.. ......................................................................................................... 151
. ............................................................................................................... 152
.. ........................................................................................................... 155
.., .. ............................................................... 158
.. ........................................................................................................ 160
.. ......................................................................................................... 165
. . .......................................................................................................... 167
. . ........................................................................................................... 172
.. ............................................................................................................. 174
. . ...................................................................................................... 176
.., .. .................................................................................... 181
.., .. ............................................................................ 183
.., .. ....................................................................................... 186
-
8
.., .. ............................................................................. 188
.., .. ........................................................................... 190
.., .. ......................................................................... 192
.. ........................................................................................................ 195
.. ......................................................................................................... 197
-
.. ........................................................................................................... 200
. ., . ., . . ............................................. 203
. ., . . ............................................................... 206
. . ............................................................................................................ 211
-
.. ...................................................................................................... 216
. . ................................................................................................... 220
- ,
.. ........................................................................................................ 225
-
9
. ., . ., . . ............................................... 229
. . ......................................................................................................... 232
.. ............................................................................................................ 236
. ., .. .......................................................................... 238
. ., . . ................................................................................ 241
,
( )
.. .......................................................................................................... 246
:,
.. ................................................................................................... 250
.., .. ............................................................................ 252
. . ......................................................................................................... 254
.. .......................................................................................................... 258
. . ................................................................................................... 262
.. .................................................................................................... 265
-
10
.
.. ........................................................................................................ 268
,
. . ........................................................................................................... 272
.. ......................................................................................................... 275
.., .. ................................................................................ 276
. ., . . ................................................................................. 279
,
.. ............................................................................................................ 282
.. ........................................................................................................... 285
.., .. .................................................................. 290
.. ........................................................................................................ 296
. . ........................................................................................................... 300
................................................................................................................
. ., . . ................................................................. 303
-
11
.. ...................................................................................................... 305
.. .................................................................................................. 308
. ., . . ..................................................................... 310
-
.. ......................................................................................................... 313
.. ....................................................................................................... 316
-
. . ........................................................................................................ 320
.., .., .. .................................................... 323
.. .............................................................................................................. 327
.. ........................................................................................................... 330
-
.. ...................................................................................................... 332
-
. . ...................................................................................................... 335
.. ........................................................................................................... 338
........................................................................................................ 341
-
12
-
.. ........................................................................................................ 344
.. ........................................................................................................... 348
.., .. .............................................................. 351
-
.., .. ......................................................................... 355
.., .. .......................................................................... 358
-
.. ........................................................................................................... 362
. . ............................................................................................................... 364
.., .. ........................................................................ 366
-
.. ........................................................................................................... 369
.. .............................................................................................................. 372
-
.., .. ....................................................................................... 373
-
13
:
.., .. ................................................................................ 376
.. ............................................................................................................... 379
.378
.., .. .................................................................................... 383
-
, ,
. . .................................................................................................... 386
.., .. .............................................................................. 391
.. ...................................................................................................... 394
.., .. ........................................................................... 398
.. ................................................................................................. 401
.., .., .. .................................................. 402
......................................... 406
.., .., .. .................................................. 406
-
C
-
14
.. .................................................................................................. 411
. . ............................................................................................................ 413
.. .......................................................................................................... 417
,
.. ....................................................................................................... 422
-
.. ................................................................................................... 424
.. , .. ...................................................................... 426
. ....................................................................................................................... 428
. . ........................................................................................................ 432
. . ......................................................................................................... 434
.. ..................................................................................................... 437
, !
. ., . . ............................................................................... 440
,
.., .. ............................................................................. 442
-
15
. . ....................................................................................................... 445
. . ........................................................................................................ 448
-
.., .. ........................................................................ 451
.. ................................................................................................... 454
-
.. ....................................................................................................... 457
. . .......................................................................................................... 460
C ..,. .., .... 462
.. ............................................................................................................. 464
-
.. ............................................................................................................. 468
.., .. ....................................................................... 472
.
.. ................................................................................................ 475
-
16
.. .................................................................................................. 477
.., .. ..................................................................................... 480
.., ..
.., .., .. .................................................... 484
.., .., .. ................................................. 491
..., .., . ..................................................... 492
.., .., .. ......................................... 496
.., .., .. .............................................. 498
. , .. ............................................................................... 500
. ., . . ................................................................................. 503
-
., .. ............................................................................ 507
-
.., .. ...................................................................... 510
-
.., .., .. .......................... 513
-
.. .. .. ............................ 516
-
17
-
.., .., .. .......................... 518
.., .., .. ................................................ 521
CLIL
...............................................................................................................
.., ................................................................................ 524
.., .. .......................................................................... 525
. ., .. .......................................................................... 527
-
.., . .................................................................... 530
.., .. ................................................................... 533
: ,
.. ......................................................................................................... 536
. ., . . ............................................................................... 540
.., . ................................................................................. 544
.. .............................................................................................................. 546
.. ........................................................................................................... 549
.. ....................................................................................................... 550
-
18
., .. .................................................................................... 553
-
., .. ........................................................................................... 555
556
-
19
PhD,
. , -,
( ,
- - ,
- )
.
, .., ..,
,
.
[1, . 160].
.
,
. , ,
. ,
( ,
, , , ),
. ,
, [1, . 115],
,
, -
,
.
, ,
, , -
, .
,
, , -
, -
- . .. ,
,
: , -
, , , , -
( ,
- ) [2, . 114-145].
,
,
,
[3].
""
, ,
-
20
. - ,
,
, .
,
( , ),
.
,
, ,
.
, ,
, , , ,
.. ,
,
. ,
(, ), ,
.
.
.
.
,
, ,
.
, ,
,
, .
. ,
,
.
[2, . 125].
, ,
,
, - ,
.
, . ,
,
.
,
- ,
, .
Lingua Franca.
,
, .
,
( - , ).
-
21
, ..,
.
: , ,
- [3].
, ,
,
.
, , [4].
.
( ) .
18 .
, ,
.
, , .
, ,
[5].
.. , -: 1)
, ,
(
),
, ; 2)
(
; 3)
[6].
, , .
, ,
: ( + ), ( + ),
( + ) (),
, [7].
,
. ,
, , ,
,
.
, . ..
,
[6, . 349-359].
- Royal Hinglish [8]. , 350
.
,
,
. , , ,
, , , , ,
, , , , , , .
, ,
Lingua Franca, ,
,
.
-
22
,
, .
:
1. . .
/ . , . . .: .,
1991. 397 .
2. . /
. . : , 1989. 256 .
3. ..
/ .. // : , 2004.
4. ..
/ .. // : - ,
2002/
5. . . / . . , . .
, . . . , 2006. 312 .
6. . . : , , / . .
. . : , 2008. . 345-368
7. : - / [- . .]. . :
, 2011. 280 .
8. : http:homo-creator.livejournal.com
9. :
http://dspace.nbuv.gov.ua/bitstream/handle/123456789/92224/30Siritsa.pdf?sequence=1
10. : http://www.macmillandictionaries.com/MED-Magazine/July2005/32-New-
WordHinglish.htm
11. : www.csmonitor.com
12. : www.wikipedia.org/wiki/
13. : http:homo-creator.livejournal.com
14. : http://dspace.nbuv.gov.ua/bitstream/handle/123456789/92224/30-
Siritsa.pdf?sequence=1
..
.. ,
: , [1].
, .
.
( )
http://dspace.nbuv.gov.ua/bitstream/handle/123456789/92224/30Siritsa.pdf?sequence=1http://www.macmillandictionaries.com/MED-Magazine/July2005/32-New-WordHinglish.htmhttp://www.macmillandictionaries.com/MED-Magazine/July2005/32-New-WordHinglish.htmhttp://www.wikipedia.org/wiki/http://dspace.nbuv.gov.ua/bitstream/handle/123456789/92224/30-Siritsa.pdf?sequence=1http://dspace.nbuv.gov.ua/bitstream/handle/123456789/92224/30-Siritsa.pdf?sequence=1
-
23
,
[2].
, ,
2015-2020 .
2010 2014
, ,
,
, , , , , ,
.
,
, , ,
. - ,
. 89%
,
. , ,
, , 2014
.
.
,
. ,
.
2016-2017
1 .
,
. , ,
, ,
.
, -
,
. ,
,
.
,
-
.
-
, .
2015-206
.
- , -
.
-
.
-
24
:
-
;
- ;
, - ;
- ;
- .
-
.
:
- (. . );
(.. , .. , .. , .. , .. .);
(.. , .. , 3.. , .. .);
-
.
- :
(, );
(, );
( ; .).
-
- .
- ,
-, ,
, 2
.
, -
(
) .
,
,
.
-
25
..
..., ,
, .
. .
4 , , . .
, ,
,
, .
,
.
,
. ,
(
). .. -
: , ,
,
.
: , ,
. [2,c. 25-26]
,
, . .. .. :
,
, [1,c. 113]. .. :
, , ,
,
.
, , , ,
.[2,c.23]
,
, , , ,
, . . .
,
.
,
-
26
,
.
, ,
, , ,
, . ,
, ,
, , .
,
.
,
,
.
. .
, , ,
, ,
. .
, , ,
- - ,
-. , ,
- . . .
,
Nivea . Look young and wrinkle-free
Nivea
- .
.
Sensual. Powerfull. Passionate.
A woman who allows herself to experience
a romantic obsession and invites a man to do the
same Calvin Klein
, , . Covergirl.
!
. -
Anais Anais
Romantic. Timeless. Luxurious. As long as
intimacy goes on, so will Eternity. - Calvin
Klein
... Naturelle
-
.
-
Garnier - , ,
.
Miraculum - . Every woman needs her own personal form
of adventure, to escape and leave the world
behind. - Calvin Klein
Theresa - .
Gillette - .
.
Gillette - !
, ,
,
She matches strength with femininity. She is
modern yet classic, sophisticated but playful,
simple and complex. She is sensual but discreet.
She is always, and never, the same. - Calvin
-
27
. ,
.
Klein
QUE PARFAIT -
.
. - Bourjouis
CK be - be free to...take risks, rake mistakes,
be unpredictable, lose your eyes, open your mind.
Dream. Be. - Calvin Klein
Maybelline - ,
.
Florena ... PI . Inspiration. Experience, Sensuality. The
senses dont lie. - Calvin Klein
CAMAY -
.
Oriflame -
...
Oriflame - ! This classic, floral scent captures the energy of
the new woman. Suitable for day or evening wear,
it's subtle fragrance is perfect for the modern
woman. - Hugo Woman
Oriflame - .
Oriflame - . This fruity, floral and woody fragrance is
designed for the woman who likes to play with
rules of seduction.
Hugo Deep Red
Oriflame - !
Oriflame - .
Oriflame - . Boss Woman by Hugo Boss blends strength
and confidence with femininity and style to create
a rich fruity-floral fragrance that embodies the
independent spirit of a woman.
A contemporary fragrance for a modern
woman's aesthetics. - Boss Woman
Oriflame - .
Oriflame - .
Oriflame -
.
Oriflame -
.
Oriflame - . Your beauty - by Lancome
Oriflame -
.
. - Lancome Believe in beauty - Lancome
, ,
- Lancome
Lash glamour that never let you down -
Lancome
- Lancome
-
28
,
. - Lancome
Play it your way, with an ifinite range of
colours and textures: L'Oreai Paris brings you a
world of trend and innovation. .
L'Oreal Paris
, .
! -
L'Oreal Paris
Dare to colour! L'Oreai Paris offers you high-
performance hair colour and guarantees brilliant
results
, . - L'Oreal
Paris
:
- L'Oreal Paris
Professional, extreme or natural Create your
look with L'Oreal Paris extensive styling ranges.
- L'Oreal Paris
. - L'Oreal Paris
Because you are worth it - L'Oreal Paris
=
- L'Oreal Paris
Elvive from L'Oreal Paris: technologically
advanced solution developed for individual hair
types
, ,
,
. - L'Oreal
Paris
The first moisturization that turns the clock
back -Guerlain
,
( ) , : ,
, , , , .
,
, -.
. ,
. [4] ,
, -
. , .
, , , ,
, .
, , , , ,
.
: , , , , , ,
, , , , , ,
. , ,
, . . -
. ( )
, . .
-
29
.
, . ,
, .
, , ,
,
. , : (young),
(sensual), (powerful), (passionate), (romantic),
(feminine), , (modern yet classic), ,
(sophisticated but playful), (simple and complex).
,
(a woman who allows herself to experience a romantic obsession and invites a
man to do the same). (turn the clock back).
(professional), (daredevil),
(natural), (subtle), (eternal), (beautiful), (independent).
, (the woman who likes to play with rules
of seduction). , , ,
, , (take risks, make mistakes, be
unpredictable, close her eyes, open her mind, dream).
. -,
, , ,
(, business woman ).
,
.
, ,
.
.
.
,
-.
. , ,
.
, ,
.
1. .. , .. .
// . .
.. : . 2007, 411.
2. .. //
. : . 2003, 4. . 23 42.
3.- .. , 2000 . 261
4. http://news.telelangue.com/ru/2011/10/hofstede-cultural-theory
http://news.telelangue.com/ru/2011/10/hofstede-cultural-theory
-
30
.. 52 ..
2006 1
50 .
2030
,
,
.
2005 18 , .
50 ,
,
.
:
, , , .
,
.
.. 2012 27
:
1. .
, - .
,
.
. .
. .
: , , ,
, , .
. , ,
. .
.
.
, ,
,
.
.. 2011 27
.
,
.
.
2020 95 %- .
20%- .
-
31
2011-2020
( ) .
.
:
1. .
2. - . 3. ,
.
4. . ,
- , -
.
.
. .
, , , - .
, , , . ,
, . , .
. ..: 2050
.
.
- .
XXI . ,
.
.
, , .
..:
.
- , ,
. .
, - .
. : , -
.
,
, ,
. ,
,
,
.
, .
.
, .
, ,
. ,
. ,
.
, , , , ,
- . -
, , .
-
32
,
, , - ,
. ,
.
- . ,
- . ,
- , , , ,
, ,
, - ,
. - ,
.
- ,
, , , , , .
1. ..
. 2006 1 .
2. ..
. 2012 27 .
3. . 5 .
4. . 10/2016(59).
5. . 7(87) (28) 2016 .
6. . 3(83) 2016 .
.., ..
68
XXI i i i.
, i
. ii
i i ii
i ii iii
i . ii
i iiii:
ii , i - i ,
iii , i ii [1].
ii i iii iii . iii
i iii i .
.
i i i ii,
, ,
, i ii
i, , , i . i
i i , ,
ii i , i i
ii i. , ii
-
33
ii ii i
[2].
i ii . , i iii.
iii XXI , ii i i i
ii ii iii i ii i. ,
i i ii
i.
ii ii i
. ii ii ii: i
ii , i,
, .
XXI ii
ii ii . -2050
i ii ii
i, iii, , i ,
[3].
i. i i iiii ,
ii i , . i
i. , ii,
ii .
ii ,
, iii , i
. ii
iii . i i;
- iii, i, ;
- i ;
- i ;
- i i;
- i i i .
i ii :
, ii , , , , i .
ii i i
:
- (.);
- ii;
- (.).
ii ii
. :
- ;
- i ;
- iii ( i , ii
, i , );
- ;
- i ;
- ;
- :
i i
i :
- ii , ; - ii i, i ; - i ii ii ; - iii , , ii;
-
34
- i i . i ...
i , i iii i
, ii .
i .
i i
, i i
. i: ; i ;
. i ii
ii ii i ii
i , , ii .
i , ii ii , ,
, i . ii : ,
, , , i , , ,
ii , .. .
i .
i ii . ii
, , , ,
ii, , iii, ,
ii, i i i ii i.
ii i i , , i , i
. :
,
i i, iii i
ii i. ii ii i,
i i. , i i .
i i ii, i
[4].
i , ii ii
i i :
, i,
, iii . i
, i i ,
ii .
ii
, i i i. i i
, ii, i .
ii ,
i , i .
ii iii
, ii iiii, iiii
.
i ,
iii i
i .
, ii, ii,
ii, ii, i .
ii i i-
i , i , i .
ii
i ii. i i
. : i,
-
35
ii, , i, iii , , , ....
, , i,
, .. , , ,
ii, , ii .
i i
iii, , , i i,
, , i,
, ii, iii
i.
i .
, ,
.
1. 2011-2012
2. -. ,1991.
3. . " 2030" -,
- , .
: , 1997
4. : , ,
.
. ..
2016.
,
,
5-7 ,
.., ..
52 ..
.
. ,
, .
, ,
.
, .
, ,
. .
, .
.
.
.
-
36
, .
,
.
.
( ),
(), ( ), (),
, , , .
.
1972
...
, , ,
, , , , , ;
.
,
.
, .
. -
,
. , ,
, .
- ,
, ,
- .
-
.
, ,
.
5-7
.
,
, ,
, , ;
, ,
,
, , .
,
5-7 , 16 .
, ;
, , , , ,
; ,
, ;
;
. ,
:
-
37
.
, , .
- .
, , ,
, :
,
.
,
.
, , ,
,
, ,
- !
, ,
, . . .
: ,
.
,
,
.
.
, ,
. ,
, .
, .
, .
: - , ,
, , -
.
, .
- ,
. .
- ,
.
. .
,
, , ,
. , ,
,
,
.
,
14 , 2 .
. 130.
. , , .
-
38
,
, , , . , :
()
, ()
()
, ()
, ()
:
, .
, , :
, , ,
, , , .
, ,
,
, ,
, . , -
, ,
, , .
, - ( ). : -
, , ; ,
,
- ( - , - ),
. , .
, , ,
, .
, ,
,
.
, ,
. , ,
.
. , .
, , , , , .
, ,
. , .
1. .. . , 1990. 2. .. . , 1978. 3. .. -
.
. , 2007.
4. .. . - / .. ..
. , , 2010.
-
39
.., .., ..
32
,
.
, , ,
.
32 . : ,
.
.. , ..
, .
.
.
, , .
,
.
: 1. ,
, ,
.
2. .
.
: , ,
.
: 1. ,
,
.
2.
.
3.
.
4.
.
:
()
-
40
- -
.
, , ,
, ,
, . ,
(, ), (
, .), (
, , , , ). ,
,
. ,
. ,
, ,
.
( ?) ,
, ( ? ?),
.
( , ). ,
.
,
.
, .. ().
.
.
,
, , .
,
,
:
, , . . ,
. :
.
( , ) . , ,
.
:
o ; o . () ,
. ,
, (, ,
), ( , ..).
. , ,
, , ,
. ,
. ,
, ,
-
41
, .
,
, .. ,
: 1 ; 2
; 3 .
, ( ..),
, , , ,
.
,
;
.
,
: , ,
,
: ;
.
,
:
,
.
() ,
.
, ,
, , , , ..
, ,
, ,
.
.
, .
, ,
,
, , .
.
, , ,
.
.
. ,
. ,
.
, ,
, ,
, , .
,
, , .
.
- ,
, .
. ,
-
42
, ,
.
: , ;
, , .
,
. ,
.
.
,
, . ,
. ,
. ,
. , .
, , ;
, .
( , ).
,
.
. ,
.
? :
?, ,
, .
, , ,
, .
. ,
, ,
.
.
. , , , ,
, .
, ,
, ,
, . , ,
, , .
, ,
.
: :
. , ,
, , , .
:
1. .
2., ?
3. .
4. . .
: , , , , , , , , .
,
. : -,
-, .
-
43
,
, ,
. : ?
,
.
.
:
?
?
,
,
,
.
, .
.
, , :
; , ; ; ,
.
, -,
, ,
, ! , !.
.
, ,
, .
, ,
: ; ;
.
: ;
; .
,
,
. ,
, , ,
, .
,
, ,
.
, ,
. ,
, , ,
.
1. .. , .: , 2004.- 192.
-
44
2. .., .. / .- .: , 1999, 272.
.., .., ..
..
65 , -
-,
-
.
- .
,
, .
, : ,
, .
, - ,
, , ,
.
- ,
.
,
, ,
-
.
, ,
, , , ,
, ,
, ( )
,
, ,
,
,
.
,
, -
. ,
.
-
45
, - . [1]
,
, ,
, .
,
. .
, .
. ,
. .
,
.__
- ,
,
.
, -
, - ,
, ,
. , ,
,
.
.
, ,
, , .
:
. : , -
, , .
-
. -
- , -
- .
, , - .
- - ,
, , ,
, .
- .
.
,
.
- ,
.
, ,
,
[3].
- :
- (, , , )
.
-
46
,
. ,
.
, .
,
.
, , , [3].
( , ,
, ).
, -
- .
- .
, , -
.
, ()
. ,
.
.
, ,
.
-
.
.
, ()
. , ,
.
. ,
.
- ,
, .
, .
:
;
;
, ;
( )
- .
, ,
, ,
, ,
.
-
.. .
- .
:
;
;
;
-
47
[4].
-
, -
. ,
. ..
: , ,
, ,
.
.
.
, .. : -
,
. : ,
.
:
;
;
;
;
, [5].
.. -
. :
;
- - ;
.
-
. .
. -
, -
, ,
, . . -
.
. ..
:
, - ,
;
, -, -
;
, , , -
;
- [6].
:
, ;
, , ,
;
, ,
.
-
48
-
:
( ,
);
- (-
, );
(,
- ).
,
, .
,
,
. , ,
-
.
1. ..
, . , 2007.
2. .., .. : ,
// , 5, 2011. .117-122
3. .. -
, .
2004. 2.
4. .. . .:
, 1981.
5. .. .
: . , 1978.
6. .. . -,
: , , 080504
.
.., ..
68 --
.
, , ,
. ,
. 5-
,
[1].
.. 2007 28
. : ,
[2]. - .
-
49
- .
,
-
.
, ,
. , -
, , -
, -,
, , - ,
. ,
, ,
.
,
. -
, .
, ,
,
. .
, ,
,
. , 12
,
- 70- ,
.
, , ,
,
.
. .
,
, .
. ,
, ,
. ,
.
, , , ,
.
. , .
..
: : ,
, , - ,
, .
.
,
. ,
.
.
. , ,
. .
-
50
,
, .
. - , ,
. ,
- , ,
. - ,
.
,
,
. -
.
, ,
, -, ,
,
,
,
,
, ,
. ..
. ,
.
,
, .
- : -
, ,
. - . -
, -, . -
,
- . -
, .
, .
, ,
.
, , - ,
, , ,
[3].
aaa a a aa a
a aaa a, aa
aa aaa, aa aa aaa
aa a aaa aa; aa aa, a
-a a, aa aaa a
aa, aa a aa aa a - a
aa . Aaa a aa
a aaa aa a,
a a aa aa
aa aaaa a aaa .
aaa a, aa a
a , aaa aa a -
-
51
a, aaa aa
a a a aaa
a. a aaa
, a-aaa , a aa,
, aaa aaa a.
aa aa aa, , a a
aa aa a aa, aaa , a
aa a a aa aaa aa . aa,
aa aa aa a, a
aaa a a a a, a, aa-aaa
aaa aa a a a aaa
a. a , aaa -
aa, , aaa aaa aa, aaa
aa , a ,
aa aa, a aa aa aa a aa aa
a.
aaa a, aa a
a , aaa aa a -
a, aaa
aa a a a
aaa a. a
aaa , a-aaa , a
aa, , aaa aaa a.
aa aa aa, ,
a a aa aa a aa, aaa
, a aa a a aa aaa
aa ,
, , .
..: ,
, ,-
. 2011 !
2020 95%,
20% [4].
.
. 30
. ,
, ,
.
, ,
.
A.a: a, a a
a , aa aaa
aa a a,
aaa. , ,
,
.
1. 5 1999 . 7 2. .. 2007 28 3. . 2014. - 6.
-
52
4. aaa a .aaa 2011 ! a
TENDENCIES OF DEVELOPMENT OF MULTILINGUAL EDUCATION AT
SECONDARY SCHOOLS IN KAZAKHSTAN
M.B.Karipbaeva U.I.Kopzhasarova
Karaganda State University named after E.A.Buketov
We live and work in the epoch when globalization of all spheres of human activities takes
place which results in review of priorities in education. Thats why informational and
communicative competences nowadays are determined by the world educational community as a
basic educational competence and one of the main trends is to form world educational area. The
actuality of multilingual education is defined by universal world tendency to the integration into
economic, cultural and political spheres. We understand multilingual education as an aimed process
of exposure to world culture by means of languages when these learning languages are the ways to
achieve the spheres of special knowledge, to acquire cultural-historic and social experience of
different countries and peoples.
In recent years inter-ethnic cooperation in Kazakhstan has undergone some changes. Our
management policy is aimed at strengthening the equality of the different nationalities of the
country, no matter which ethnic group they belong to. The principles of state language policy are
defined in the Constitution of the Republic of Kazakhstan, in the laws of the Republic of
Kazakhstan "On Education" and "On languages in the Republic of Kazakhstan" and in the "State
program of functioning and development of languages for 2011-2020." In accordance with the state
program of functioning and development of languages, language development strategy has three
main objectives:
1. expansion and strengthening of social and communicative functions of the state language; 2. preservation of common cultural features of the Russian language;
3. development of languages of ethnic groups [1]. Trinity of languages in the Republic of Kazakhstan is a concept aimed at further strengthening
of our country. A polylingual person will always be in demand in any society. This indicates its
competitiveness in today's society.
Kazakhstan President Nursultan Nazarbayev presented his idea of the use of three languages for
the first time in 2006 in his speech at the Assembly of People of Kazakhstan. In his 2007 annual
address themed "New Kazakhstan in a New World", the President proposed gradual implementation
of the "Trinity of languages" cultural project. In the 2008 address, he declared that the Government
should accelerate the implementation of the Trinity of languages project and should urgently
improve the quality of teaching the Kazakh language, as the state language that unites our entire
society [2]. Thus, the Kazakh language was determined as the state language, the Russian language
is now the language of interethnic communication, and the English language serves for integration
of our country into the world economy and global society. Apart from this, in his address to the
people of Kazakhstan Building the future together in 2011, the President stated, I always say that
knowing three languages is essential for the success of every Kazakhstani. Our task is to raise the
number of citizens speaking the state language up to 80% by 2017. I think, by 2020, the number of
Kazakhstanis speaking English should reach 20%. By decree 110 dated 29 June, 2011, the
President of the Republic of Kazakhstan approved the state program on the use and development of
languages in the Republic of Kazakhstan for the years 2011-2020. This program aims at increasing
-
53
the number of citizens knowing three languages (Kazakh, Russian, and English) at the following
ratio: up to 10% by 2014; 12% by 2017; and 15% by 2020. [3].
The main objective of this program is to maintain an effective language policy that will preserve
the languages of all ethnic groups living in Kazakhstan and ensure the extensive use of the state
language as an important factor strengthening the national unity. The state organ responsible for the
elaboration of this program is the Ministry of Culture of the Republic of Kazakhstan. After
Kazakhstan gained the independence, the Constitution of the country declared the Kazakh language
as the state language and the Russian language as the official language. The documents main
purpose was to preserve the interethnic integrity and to avoid the dysfunction of the language
environment of the society. That is why Russian was given the status of the language of friendship,
peace and interethnic communication. The growing awareness of the world community of the
contradiction between increased levels of multi-ethnicity of the social environment in which people
live and work, has led to the fact that a multicultural and multilingual education is increasingly
becoming an integral characteristic of modern trends of social and political development in the
world. This problem is inherent in the educational practices of different states. It shows its
significance and urgency.
One of the main strategic objectives is to preserve the best traditions of Kazakh education and
give school leavers international qualifications, develop their linguistic consciousness based on
knowing of state, native and foreign languages.
One of the objectives of education is familiarizing a younger generation with world-wide, global
values, the formation of adolescents ability to communicate and interact with other cultures in the
world. Due to the important role of language in the modern world, the question of language
teaching takes the leading role in our society. Teachers also need to know their own language and
the language of international communication - English. The main aim of school teachers is raising a
multicultural personality knowing the customs and traditions of its people, multilingual, able to
carry out communicative - activity-related operations in the three languages in all situations,
striving for self-development and self-improvement [4].
The policy of promoting multilingual education and its acceptance or non-acceptance differs
depending on the peculiarities of individual countries, timing and many other factors. The opinions
of the outstanding scholars may be viewed as:
* Multilingual education for majority of language students is effective in promoting functional
proficiency in a second and even third or fourth language at no cost to participating students' native
language development or academic achievement There is often a positive correlation between the
amount of exposure to the additional languages multilingual programmes and level of multilingual
proficiency, but not always
* Multilingual education is effective for the majority of language students with a variety of
learning characteristics, even for those that are at risk of poor performance in schools. More
specifically, it appears that multilingual acquisition is enhanced when students are given extended
opportunities to use the language interactively. It also appears that the functional use of the target
languages is generally effective in promoting multilingual competences, while instructional
strategies systematically raise awareness and create opportunities for students to learn new
languages
* Multilingual education in languages with distinct typologies and orthographic conventions can
be effective in achieving a school's linguistic an academic objectives, although there may be limits
on how far these languages can be used for instruction. [5]
For the implementation of multilingual teaching, we should first solve a variety of issues, such
as the study of international experience in multilingual education; the personnel training and their
availability; availability of material resources, and etc. Until proper solutions to these issues are
found, the implementation of the planned program will create a number of difficulties. We tried to
answer the question of how these issues are being solved now. Own experience is seen as not
enough. We need the foreign experience exchange. The state program (for 2011-2020) states, in
the process of elaboration of this program, the experience of more than 30 countries in legal
-
54
regulation of state language policies was examined . The program of development of education
system in the Republic of Kazakhstan for the years 2011- 2020 was approved for the purpose of
implementation of decree 922 of the President of Kazakhstan dated February 1, 2010 On the
strategic development of the Republic of Kazakhstan till 2020. According to this program, starting
from 2011, the multilingual teaching staff training is carried out. For this training, the state
compulsory education standard foresees the increase in number of credits for foreign languages in
the cycle of basic classes; and changes are introduced to the education programs. It is expected to
increase the number of teachers of natural sciences and mathematics speaking three languages up to
15% by 2020. The network of specialized secondary schools for gifted children has been also
formed. There are 33 schools teaching in three languages in the country today . In these schools,
mathematics, physics, chemistry, and biology are taught in English. Educational and cultural
activities to increase students' interest in the discipline and to improve the level of education and
self-discipline, as well as creative work weeks, creative work ten days, and other cultural events are
carried out in three languages. The issues of the multilingual teaching process are difficult and
comprehensive. The most pressing, spiritually and historically significant problem is promoting the
use of the Kazakh language on the whole territory of the state and in all social relations. It is also
important for upbringing the young generation. [6]
The Kazakh scientists' opinions on the trilingual policy can be divided into two parts: 1. Children
should learn three languages. But they should study only Kazakh till the age of 13. Then, they can
learn other languages. 2. Children learn languages quickly while they are small, so they should be
taught three languages from kindergarten.
Teaching math and sciences in English benefits both students and the global scientific
community. It equips students with a universal tool with which to contribute to future scientific
research. For example, schools in the Philippines teach Filipino history in Tagalog, but math and
science in English. Speaking with international students at MIT reveals that the Philippines is not
the only country that adopts this system. Many foreign students attest to the fact that learning
technical subjects in English enabled them to be admitted to, and thrive at an institution such as
MIT. In an increasingly competitive global economy, allowing foreign students to learn technical
subjects in English may even give the U.S. an edge in attracting the best and brightest from a global
pool of talent.
Furthermore, teaching humanities classes in the minority language would benefit both students and
their local communities. Studying their minority language in a cultural context would not only
enrich students cultural identities, but it would also cultivate their social relationships with people
of similar cultures. As revealed by a recent linguistic survey on German and Italian education in
schools in South Tyrol, friendships between students who are native speakers of different languages
encourages students to each others languages. Furthermore, the linguistic preservation and
revitalization that comes with teaching literature or history in a minority language would be
valuable to any community. [7]
In a globalized society, it is more important now than ever to both be communicative in the
dominant language common across global communities, as well as to preserve ones cultural
identity by retaining or learning ones minority language. A multilingual education would prepare
students for future professions, enrich their connection with their cultural heritage, and enhance
their social experiences.
The realization of multilingual education requires expansion of educational area, experience
exchange, improvement of linguistic capital of Kazakhstani people and formation of multilingual
personality which function effectively in conditions of globalization and pluralistic democratic
society.
Literature
1.The state program of development of languages in the Republic of Kazakhstan for 2011-2020.
Nazarbayev, N. A. New Kazakhstan in the new world // Kazakhstanskaya Pravda. - 33(25278). -
2007.
-
55
2. Presidential Address as of 27.01.2012: Socio-economic modernization is the main direction of
development of Kazakhstan
3. The state program of education development in the Republic of Kazakhstan for 2011-2020.
4. Iausheva E.G., Prospects of the development of polylingual education in the Republic of
Kazakhstan, http://group-global.org/ru/publication/29642-prospects-development-polylingual-
education-republic-kazakhstan-perspektivy
5. Duisebayeva, F.A , Thomas, M.B, Comparative Analysis of Theory and Practice behind
Implementation of Multiligualism and Multilingual Education in the Netherlands and Kazakhstan,
5th International Conference on Language, Education, and Innovation, 28th MAY, 2016
http://proceedings.icsai.org/5iclei/5iclei-91.pdf
6. Kulinka Y., Trinity of languages as the core component of independence in Kazakhstan,
http://group-global.org/ru/publication/29642-prospects-development-polylingual-education-
republic-kazakhstan-perspektivy
7. Aliev U.Zh. , Integration of Education System to the National Innovative Complex, Journal of
Internet Banking and Commerce, An open access Internet journal, Journal of Internet Banking and
Commerce, April 2016, vol. 21, no. S3
.., ..
68 - -
, ,
, .
-
, .
( )
.
. -
, . ,
. - ,
. , .
, -
, .
.
, .
.
, -
, .
. .
, ,
http://group-global.org/ru/publication/29642-prospects-development-polylingual-education-republic-kazakhstan-perspektivyhttp://group-global.org/ru/publication/29642-prospects-development-polylingual-education-republic-kazakhstan-perspektivy
-
56
.
.
. :
, . - ,
, .
.
,
. ,
, ,
.
, .
.
, , ,
.
, .
,
, , - ,
, .
. , ,
. , ,
. .
,
.
, .
, , ,
. , ,
. , ,
, , ,
.
, .
?! -,
. , ,
, .
.
, , ,
. .
,
, .
- ,
. - ,
, -. ,
, .
, , . ,
,
.
.
.
, ,
, - ,
. . ,
, ,
-
57
, , , .
.
, .
. :
- , ;
- ;
- , ,
;
- 1979 .
, . ,
, , .
. ,
. ,
- , .
. -
-, - ,
, . , ,
.
1. E . Berg C. 1999
2. . . , 2016
3. ( ). , 2016
,
.., ..
68
,
,.
, . ,
,
- , -
.
.. :,,
. ,
.
-
58
. ,
,. ,
, - ..
[1,.15]
, , .
, , , ,
, ,
.
. , . -
. .
-, .
.
. .
. . .
, .
, ,
?
? , .
. .
..
.-
. -
.-
.
.
,
, .
,
, ,
.
, ,- , ,
, .
[1,.16] , ,
. - ,
- .
,
, ,
,, . [2,.26]
, ,
, .
,
, .
, .
, ,
.
.
,, .
, ,
.
-
59
,
. , ,
,
.
,,
.
, ,
,, .[3,.17]
, ,
.
-.
-,
- , .
, , .
,
.
.
, .
.
,
,
, .
.
:
.
.
4-5 , 20-25
, 5-6 25-30 .
,
, : ,,,,
, .
, .
,
, ,
.
,
. ,
,
, .
,
,.
.
5-10
. ,, ,
, , .
-.
-
60
. -
.
, .
, .
.
,
,,
.
:
- - ,: ,
.
- - ,, .
- - , .
- ,, ,, ,
.
-
. ,
, ,, .
,-,
, , ,
, .
. ,
, .
,
,
.
, ,
.
1. . ., 1998.
2. . .- ., 1995.
3.12 ,-, . - 3. 2008.
4. . .- ., 1990.
. .
., 23 /
,
, , ,
- - .
,
,
.
, .
-
61
, , .
,
.
,
- ,
. 12
.
. .
. -
-, , . ,
,
. ,
,
.
.
, .
.
. , ,
. .
.
.
.
, ,
.
.
,
.
.
.
( , )
,
. ,
.
, , ,
. ,
.
.
.
. .
, ,
, , .
, , ,
.
-
.
,
-
62
. ,
. .
1. . . . //
. 2,2006 .-36,40 .
2. . //
. 3,2005 . -16,18 .
3. . . .//
. 6,2009 .-11,13 .
-
. .
"",
- , ,
-
-
.
, , .
,
.
.
, ., , ,
, ,
.
,
,
. .
... ,
, ,
. , ,
, , .
..
2006 .
2007
- .
,
, ,
.
, ,
.
.. , ,
-
63
, ,
. ,
, .
,
.
, ,- , ,
,
. . -
,- ,
,
. -
.
""- - .
, , -
. . -
, -
. .
" " ,
. " ,
"
. 4 .
. . -
. , ,
, .
" " .
, , h ,
, .
, -
, , " "
, - , -
. , ,
. !
. .
- . .
. ,
. .
-
.
. , .
.
, . ,
. ,
! , !
, , !
- . ,,
. , ,
.
, , .
: , ,
, - ,
-
64
, , . ,
! !
1. ... . , 2004. 224 . [145-146 .]
2. . 5, 2009
3. . 2011, 5. - , ..
4. .. ( ). . ,
2007
5. . ,, 2008
. .
.
, -
.
,
.
-
. , - ,
.
, , , ,
.
:
1. - . , .
, , - ,
- .
2. - .
, .
.
3. - . , ...?,
, ...? .
.
.
4. - .
, .
,
, .
,
,
. ,
http://dereksiz.org/almati-alasin-jene-almati-oblisin-ekonomikali-stanimdaudi-2015.html
-
65
- - ,
.
,
. ,
, ,
. -
, ,
. ,
.
- .
, :
- ;
;
, . .
;
;
, , - ,
;
, , ;
. ,
. ,
, .
:
;
;
;
;
;
;
.
- ,
,
- .
: , -
, , ,
, . -,
, .
, , , ,
, , , .. .
- . ,
. -
, . ,
- - ,
, , -
.
.
1. . - .
My name is/ I am (My name is , I am ..).,
( Good morning. My name is Micky)
2. .What is your name?, Who are you?
. - .
-
66
3. . ,
( ,
- ).
- Hello.
- Hi.
-What is your name?/ Who are you?
- My name is ./ I am girl.
- What is your name?/ Who are you?
- My name is ./ I am boy.
- Good bye, friends.
- Bye, What is it?
3. . , .
( , )., ?
. -
Hello, ,
, Hello, ,
.
,
.
, , ,
.
1. .., .. . ., 2000.
2. English. Play and Learn. 2006. 7. 3. .. . .,
1999.
4. .. . .: , 1980.
-
..
2020 20
.
.
.
- .
:
, ,
.
. .
-
67
, . :
,
. ,
.
: ,
. ,
, .
, .
,
[1 52 ].
- . :
, ,
;
, ;
.
,
.
, , ,
[2 23].
.
.
.
.
,
, . -
.[4 12]
, , - . , .
, , , - , -, ..
, ,
.
, :
1.Show me ( ) ,
.
2.Whats this? , .
3.Whats missing? ( ?)
4.Whats doesnt belong? ( ?)
5. - : .
. .
.
: I see a dog. I see five dogs.
.
-
68
, .
. ,
, .
: , , , ,
.. .
- Simon says .
. - .
: Hands up! Sit down! Jump! Run! ..
.
- -
, . : Nuts and May, Whats your name?,
I like my friends, :Head, shoulders, knees and toes .. -
,
.
-
. :
1. (, )
- :
: (Hello! Im Red Riding Hood. Im going to my granny. She lives in the rest in
the house) ..
2. , .. .
, , .
, . ,
, .
.
, ? ?
, ,
.
3. - ( , ), :
- -
... (teeth - ) ..
, :
1. : ,
? ?
, ?
2. ,
3. ,
.
4. !
. : , ,
..
,
.
:
. ,
Three little kittens, Three little Pigs, Too Many Daves.
.
.
, .
-
69
.
[3 61].
.
.
.
.
.
. -
.
.
1. . -,
2. 2/2006
3. 3/2009,4/2003
4. . 3(17) 2007 .
..
, ,
.
, ,
. , ,
. .
.
- , ,
.
- .
,
.
, ,
.
. .
,
, ,
,
. , -
.
,
, , ,
. ,
, ,
-
70
, ,
.
.
, , , , ,
. , ,
,
,
.
, ,
. ,
, ,,
, .
,
, .
.
.
,
. - .
,
, , ,
.
.
.
,
.
. .
-
,
.
. ,
, .
, ,
.
.
,
.
. ..
. , , .
, ,-.
.
, -
, .
,
, .
, .
-
71
,
.
, ,
. ,
, ,
.
.
.
.
, , , , ,
. ,
, - , ,
.
1. . . , 1994 2. , 1990 3.
..
.. -
. 2020
20 .
, - ,
- .
, , -
[2]
,
-
. -
. ,
: ,
, - [2].
- .
- .
-
-
. :
-
72
, , , , , ..
-
. -
. - :
,
. -
, - .
- .
.
,
-,
.
,
.
-
,
,
.[1]
, ,
.
, ,
, -
. , .
,
, , , .
, :
;
;
. .
,
. ,
(, .)
( , ,);
.. .
-
73
, . -
, ,
, , ,
.
. - ,
, .
Power Point , (
!, )
: ?,
?, , ? . .
, ,
- , ,
, .
- ,
- - .
.
- , 3 ,
, .
, ,
. ,
.
, ,- , ,
, ,
.
1. .. // 2002.3 2. , 2-3. 2015.
. .
,
, [1].
. .
,
. 2011-2020
,
, .
.
, ,
-
74
.
.
- .
-
. , ,
: ,
, , .
.
. ,
.
, .
,
.
.
, , , , ,
, . : , .
, . :
.
.
:
,
, , , ,
, jamp, run, climb .
:
, .
: , ,
, , , , . ,
.
, ,
.
: , .
, , , .
.
.
. :
Hundreds of birds in the sky
Hundreds of fish in the sea
Hundreds of flowers in the field
These all are you and me.
, [2, .28]. ,
.
, , .
, ,
[3, .32]. , ,
, .
, .
300 , .
-
75
, , ,
.
, , -
. ,
.
, .
,
.
: , ,
, [4, .47].
1.http//www.altyn-orda.kz
2. , 1,2006.
3. , 4,2006.
4 , 11, 2007.
-
. .
, , !
- ,
!
..
..
2050: , , ,
24 ,
.
: ; ,
; ; ,
; ,
,
. , , , ,
, ,
, , ,
2020 .
,
,
.
-
76
, ,
, ,
.
.
. .
- ,
, , ,
.
-
. ,
. ,
,
,
.
.
,
. [1, 113]
,
. , ..
, , , :
, , , .
,
. , ,
. .
.
,
, .
.
.. ,
, ,
, .
, 30
:
; 3- , ; ; .
:
, . ;
-
77
: , ,
;
, ,
;
, :
- , ,
, ;
- , ;
- ,
.
, ..
, .
. ,
, - .
,
. ,
, ,
.
:
;
;
.
?
1. ,
. .
2. ,
, , .
1. .. , , 1989.
2. .. , , 2003.
3. .. , 2001.
-
78
-
..
, , , , ,
.
[1]
-
- .
,
. , , -,
, - , , - ,
, ,
.. .
: ,
-, ,
, , . .
, - ,
, .
- -
. ,
. , , ,
, -
[2].
.
, , , -.
, - .
- ,
. ,
.
, - .
-
.
, ,
, .
- , ,
.
, - .
- - ,
-
, , . -
. .
-
79
- , . -
.
-
, ,
. , ,
. , , ,
.. .
:
[3]-
. . ,
,
. , , ,
, .
, -,
, , , -
, , .
, -, , , ,
. .
,
. ,
, -, , ..
. ,
. ,
, , , . ,
, , ..
.
,
, , ,
, .
,
, ,
. ,
.
- -
, .
-
-
80
, -
, , , , , ,
, - ,
- .
- , , -
, -
,
.
- ,
,
, .
1. . -., 2006.
2. 2 2006 , 4 2008
3. .. .-. 1961
. .
- - , - .
.
. ,
, , - .
, .
,
, .
. ,
:
, - , ,
- .
, . -,
-
81
,
.
-
, .
, -
. ,
.
- ,
. -
, ,
top related