ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF INTRODUCTION FOREIGN LANGUAGE TEACHING AT EARLY STAGE IN THE REPUBLIC OF KAZAKHSTAN: EXPERIENCE, PROBLEMS AND PERSPECTIVES

Abstract

The article aims to show the problem and decisions of early foreign language teaching. An early start of learning a foreign language has become one of the priorities in the practice of teaching the subject. Currently, in many pre-school educational institutions in various centres, children from an early age familiarize themselves with a foreign language. Integrative activities provide additional opportunities for diversified preschool education, for the development of not only the language, but also the general skills. The urgency of the problem of learning a foreign language in preschool and elementary school is substantiated by scientific evidence of the need to make the most sensitive period for learning a foreign language. The problem of how to teach a foreign language pre-school children, not completely solved either in our country or abroad, while many Methodists are showing great interest in it. Unfortunately, today in Kazakhstan there is no single methodological platform of early foreign language teaching, which led to the arbitrary choice of pre-school and secondary educational institutions of foreign educational programs and training materials, without relating them to domestic conditions for foreign language teaching. This problem has led to the need for detailed consideration of organizational - pedagogical conditions of implementation of foreign languages at early age in Kazakhstan. The authors made the analysis of international experience, which is correlated with the state of early foreign language education, typical of modern Kazakhstan. On the basis of the comparison problematic aspects of this process are indicated and presented in the form of the organizational and pedagogical conditions of foreign language teaching at early stage in Kazakhstan. Moreover, considerations of organizational and pedagogical conditions are in complex. The authors' analysis of the problem has allowed presenting the degree of implementation of and prospects for the implementation of the organizational and pedagogical conditions of the implementation of foreign languages at early stage in the Republic of Kazakhstan. Целью статьи является определение и решение проблемы раннего обучения иностранным языкам. Проведенный анализ позволил определить, что сегодня в Казахстане отсутствует единая методологическая платформа раннего обучения иностранным языкам, что влечет за собой произвольный выбор дошкольными и средними учебными заведениями зарубежных обучающих программ и учебных материалов без соотнесения их с отечественными условиями преподавания иностранного языка. Данная проблема обусловила необходимость подробного рассмотрения организационно-педагогических условий внедрения раннего обучения иностранным языкам в Республике Казахстан. Авторами проведен анализ зарубежного опыта, который соотнесен с состоянием раннего иноязычного образования, типичного для современного Казахстана. На основе сравнения обозначены проблемные моменты данного процесса, рассмотрены и представлены организационно-педагогические условия раннего обучения иностранным языкам в Казахстане. Причем рассмотрение организационно-педагогических условий носит комплексный характер. Проведенный авторами анализ проблемы позволил представить степень выполнения и перспективы реализации организационно-педагогических условий внедрения раннего обучения иностранным языкам в Республике Казахстан.