A case study was initiated from the perspective of three research questions: 1) CLIL teachers’ practices at secondary schools of Aktobe during COVID-19 pandemic; 2) challenges for the teachers; 3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring’s (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers’ conceptualization of their CLIL practices. The analysis of teachers’ reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers’ attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers’ CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students’ interaction during the lessons, and stakeholders’ attitudes and perceptions of the approach. The obtained data enables to understand Science teachers’ practices in terms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a non-traditional classroom.

The quality of foreign language teaching (FLT) is inextricably linked with developing students’ communicative competence (CC), a complex formation that is being comprehended by methodologists. The term “communicative competence” (CC) implies the speaker's production of grammatically correct language appropriate to various social settings while observing the linguistic and social rules of native speakers. Despite the complex structure of developing English as a foreign language (EFL) learners' CC, one of the conditions for its successful course is a systemic and technological approach to role-playing games (RPG) in teaching dialogue speech. The study aims to examine the development of EFL students' CC and the effects of RPG in teaching dialogue speech. To test the hypothesis that a systemic and technological approach to using RPG in teaching dialogue speech fosters the pre-service EFL teachers’ CC, the research methodology employed a semi-experimental pretest-posttest control group design with pre-service EFL teachers. Participants (n=36) were divided into experimental (n=18) and control (n=18) groups. The results of the posttest experiment confirmed the effectiveness of systemic and technological approaches to the use of RPG in significantly increasing the pre-service EFL teachers’ CC.

Cognitive Independence (CI), which physical education has a high potential for fostering in students, is characterized by a developed set of cognitive skills, an ideal level of knowledge, a strong value attitude towards cognition, and competencies related to the ability and willingness to take the initiative and engage in professionally responsible activities. However, the biggest challenges for physical education teachers stem from a lack of program material that clearly defines the content of lessons for the development of students’ CI as well as the stages of their entrance into the educational process. The purpose of the study is to theoretically justify and methodologically support the process of developing students’ CI in physical education lessons. The methodology used in the study comprises a quasi-experimental pretest-posttest research design. The study participants included 210 students in grades 10 and 11 from two secondary schools in the city of Atyrau (the Republic of Kazakhstan) and teachers acting as experts. The study findings revealed substantial variations in the dynamics of students’ CI in the control and experimental groups, confirming the efficiency of the application of the built-in model and technology. Despite the limitations, which lie in the fact that not all aspects of the development of students’ CI in physical education lessons were considered, this study has provided the theoretical justification and methodological support for development of students CI in physical education lessons that might contribute to efficient specialists’ training.

The objective of the article is to study the perception of medical doctors by Hindu, Russian and Kazakh linguoculture bearers by means of cognitive analysis of association data obtained from the psycholinguistic experimental study conducted among Hindi, Russian and Kazakh native speakers. Methods of the research include a free association experiment with a stimulus words डॉक्टर in Hindi, врач in Russian, and дəрігер in Kazakh, modelling the associative field DOCTOR and its cognitive structure, defining the universal and ethno-specific features of medical doctors as perceived by the representatives of Indian, Russian and Kazakh nations. The obtained associative data were distributed according to the frequency criterion, followed by content analysis and categorization. As a result, while comparing association fields in Hindi, Russian, and Kazakh languages the quantitative asymmetry of semantic zones and their associates is revealed. Conceptualization of medical doctors in the Hindu, Russian and Kazakh language consciousness includes both universal and ethno-specific features. The results of the study integrate the experiences of different nations simplifying the perception of their peculiarities, and may have a positive impact on cross-cultural interactions.

This study aimed to investigate the effectiveness of interactive learning module technology (ILMT) in teaching Kazakh as a second language in secondary schools in the Republic of Kazakhstan. This research was carried out at Russian-medium secondary schools during the academic year 2021-2022. There were two groups in the sample: the experimental (n=63) and control (n=61). The experimental group received an education based on the ILMT while the control group received an education based on the curriculum's traditional technique. The study used a mixed research design and was divided into two sections: quantitative and qualitative. A semi-experimental pre- and post-test control group design was adopted in the quantitative section. The qualitative section employed phenomenology. The quantitative data were acquired using the students' knowledge assessment test and analyzed using comparative analysis. An interview questionnaire and observations were used to obtain qualitative data which was then evaluated using content analysis. The experimental group outperformed the control group in terms of mean post-test knowledge assessment test scores. The ILMT in teaching Kazakh as a second language is efficient in improving the quality of mastering Kazakh language by Russian-speaking students. Content analysis showed that the ILMT helps to reduce students' anxiety and increase independence which is necessary for the development of students' communication skills.

The culture sets a certain way of vision and recognition of the world, creation of certain forms of activity for a person through language, system of norms, ideals, symbols and values. The purpose of the study is to explore the Kazakh language and culture bearers’ cultural values through the psycholinguistic approach. Methodology of research is a free word association experiment, revealing the national and cultural specifics of the images of consciousness of speakers of a specific language community and culture. Conclusions. The study results revealed the core values of Kazakh culture, such as traditions, hospitality and language. The near periphery of the associative field “cultural values” included national upbringing, humanism, culture, and respect for elder people.