Introducing Teaching English to Young (Preschool) Learners in Kazakhstan

Abstract

The modernization of education demands the implementation of a course of English in preschool institutions. The process of early English teaching demands theoretical justification and also working out of its educational and methodical maintenance. It is necessary to take into account Kazakhstan multilingualism, that is parallel studying of several languages functioning in a multiethnic educational space. The aim of the investigation was monitoring of English teaching quality and investigation problems at this level of education. In this article, the authors consider a question of the introduction of English teaching to young learners in the conditions of trilingual education. The questionnaire offered to respondents contained questions directed at studying of the process of introduction of teaching in English in preschool institutions. The analyses of the questionnaire data of teachers helped to elicit some problems. The most significant problem is the lack of qualified staff in preschool institutions. The article is based on the result of the interview held with English teachers of preschool institutions in the Karaganda region. As result, the conducted research contributed to the development of English teaching to preschool children. The analyses of the questionnaire allowed revealing the positive attitude of teachers towards the process of introduction of early English teaching in preschool institutions in the context of trilingual education.