International Experience in Second Language Teaching and Its Adaptation to the Methodology of Teaching the Kazakh Language

Abstract

This article explores the effectiveness of adapting international language teaching methods to the instruction of Kazakh as a second language. The research involved a survey conducted among English language instructors at the University of California, Davis, and Kazakh language teachers from various regions of Kazakhstan. The results identified specific teaching strategies that proved effective in language acquisition. The study demonstrates the benefits of incorporating globally recognized methods into the Kazakh language curriculum. In today’s globalized world, mastering a second language is not only a marker of linguistic competence but also a key to intercultural communication and professional integration. Globally developed instructional models in English language teaching, such as CLT, TBLT, and CLIL, have shown proven effectiveness. Adapting these methods to Kazakh language instruction represents a timely and strategic move to enhance the socio-communicative function of the state language. The main aim of the research is to analyze international teaching practices and propose scientifically grounded methods for implementing them in Kazakh language education. The paper reviews modern methodologies and digital tools such as Quizlet, Kahoot, and Wordwall, examining their theoretical foundations and practical use based on UC Davis experience, while comparing them with local teaching contexts. The results of the author’s survey support the conclusion that digital technology and communicative approaches significantly enhance the effectiveness of second language teaching.

Keywords: methodology, digital technologies, Kazakh language, English language, vocabulary, international experience, methods, language teaching.