Level teaching of the English language in schools of Kazakhstan: planning and teaching practice

Abstract

This article is devoted to the analysis of the current state of level teaching of the English language in schools of Kazakhstan. The transition to level education in the Republic of Kazakhstan required significant changes in the entire educational process for teaching foreign languages: the introduction of new, more effective teaching technologies that simulate linguistic conditions of the country of the target language, the creation of new documentation, the training of teachers, the development of a new system for assessing student results. The main change was the transition from traditional teaching, focused on teaching grammar and vocabulary, knowledge of the rules of using the language, to teaching based on teaching communication skills, competencies. This article is a study on the impact of the practical application of the CEFR principles, as a recommended document, on the level teaching of the English language in Kazakhstani schools. Our study attempted to examine the impact that CEFR postulates have on teaching and lesson planning practice, and the extent of this change, by examining the practice of English teachers who have participated in CEFR-related advanced training, and professional training related with updated educational content and a communicative approach in teaching foreign languages. The results showed that training, as one of the scientific and methodological conditions for the transition to level education, has a positive impact on the area of planning and teaching. The obtained data show that the transition took place not only formally on paper, but also in classrooms.