METHODOLOGY OF TEACHING THE KAZAKH LANGUAGE TO KANDAS BROTHERS: PEDAGOGICAL FOUNDATIONS AND A LEVEL-BASED MODEL

Abstract

The article examines the pedagogical foundations for teaching the Kazakh language to ethnic Kazakhs (kandas) residing abroad or who have relocated to their historical homeland – Kazakhstan. The age, social, and linguistic characteristics of the kandas contingent, along with the factors of a multilingual environment, are analyzed, and the communicative, linguocultural, and socio-adaptive goals for mastering the Kazakh language are identified. The study proposes an A0–C1 level model based on communicative-activity, functional-situational, cultural-integrative, and personality-oriented principles. Content blocks for elementary, intermediate, and advanced levels are systematized, covering topics related to migration, daily life, education, labor, official communication, and professional language. Effective pedagogical methods are described, such as the use of model dialogues, project work, case studies, and the utilization of folklore and family resources. Teaching the Kazakh language to kandas is justified as a vital tool for linguistic adaptation, strengthening national-cultural identity, and social integration into the society of Kazakhstan.

The topic of teaching the Kazakh language to Kazakhs abroad is relevant. This article examines the methods and approaches for teaching the native language to Kazakhs residing in foreign countries. Special attention is paid to developing writing, reading, and speaking skills. The role of the Kazakh language in strengthening cultural ties is also discussed. The article mentions special educational programs and materials designed for the Kazakh diaspora abroad.

The peculiarities of the methodology for teaching the Kazakh language to kandas (ethnic Kazakhs) represent an important direction that takes into account the cultural and linguistic needs of the learners. This methodology focuses on national traditions, the linguistic environment, and the development of communication skills during the learning process. The use of interactive methods in lessons makes it possible to increase student engagement and enrich their vocabulary. Games, dialogues, role-playing, and modern technologies are widely used in the language teaching process.