The study is devoted to the analysis of the history of the emergence of educational institutions with teaching in Russian on the territory of modern Kazakhstan. The history of higher and secondary educational institutions, thanks to which the Russian language was introduced and successfully functions in Kazakhstan, is briefly traced. The first pro-gymnasium was opened in the city of Verny on September 7, 1876. Primary schools were opened in many villages, settlements, auls. After the revolution of 1917, the Autonomous Kirghiz Socialist Soviet Republic was formed, in which the education system began to develop. In 1925 it was renamed the Kazak ASSR. An undesirable homonymy arose in the Russian language: the Turkic people and the ethnographic group (sub-ethnos) of the Russian people were called the same. To avoid it, the Kazakh sound [қ] in the weak position of the end of the word was reflected in Russian as [х]. In 1936, the Russian name of the people and the republic took on the form of the Kazakhs, the Kazakh ASSR. In the Kazakh language, the words Qazakhtar, Qazakhstan continued to be used. In 1928, the Kazakh State University was established, which was transformed into the Kazakh Pedagogical Institute two years later. Then a number of universities appeared in the capital of Alma-Ata. In 1934, the opening of the Kazakh State University took place. In 2007, the President of Kazakhstan N.A. Nazarbayev proposed to implement the “Trinity of Languages” project, which provides for the functioning of three languages in the country: Kazakh, Russian and English. The Kazakh language is included in it as the state language, Russian as the language of interethnic communication, and English as the language of integration into the world economy and the world community. At present, the Russian language continues to be used in the communicative space of Kazakhstan, it retains its role as the language of international organizations: the CIS, the SCO, the OCST. The role of the Russian language is preserved in various areas: educational institutions of Kazakhstan, in the scientific environment of Kazakh scientists, in social and political life.
It seems Kazakhstan couches superior knowledge in one particular language. The government policy for educational change focuses on reaching some aspects of equivalence or parity with developed and advanced nations to the extent that they approximate the attributes of prestigious national societies such as the rich European and North American countries. Current government policy in Kazakhstan calls for a policy dubbed “trilingualism” which means proficiency in Kazakh, Russian, and English. This study utilized various qualitative methods such as interviews, participant and non-participant observation, and document analysis to investigate faculty, students, and administrators’ experiences of the change from teaching and learning in Russian and Kazakh to English. The findings indicated that for Kazakhstan's universities to become globally competitive, they must have clear-cut goals that directly manifest how language conveys society's essential values. The unpreparedness of students, faculty, and administrators delimits the changeover from Kazakh and Russian to English. Accordingly, among the essential criteria to foster the foundation of development are national identity, harmony between the educational system, and, most generally, the extent of political decision-making to meet the national society's educational needs.
The article touches upon the teaching a foreign language in secondary schools is a communicative orientation. Knowledge gained in the course of acquaintance with such a narrow topic as "anthroponyms in English" contributes to a more conscious approach to the process of learning English and can help the student to be more interested in the work process. As it is known, anthroponyms have a special place in any culture, including English, so it is imperative to know their use in speech, since it is difficult to imagine communication without proper names. At present, it can be stated that anthroponymics has an interdisciplinary nature, since it unites not only linguistic paradigms, but also a number of other areas of science: cultural studies, history, ethnography, sociology, psychology, and others. This factor is due to the specify of this linguistic concept from the grammatical, semantic, historical, cultural and psychological points of view. This article examines the concept of anthroponym and its main characteristics. In this regard, the use of anthroponyms in classrooms allows not only to motivate students to the language, but also to learn the culture of native speakers. Consequently, anthroponyms are one of the most significant linguistic resources for the development of educational assignments, scientific projects on various linguistic topics of mastering the English language. The practical significance of the study lies in the fact that its results can be applicable both in the practice of using English anthroponymic dictionaries and in their compilation.
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