Multilingual Education

Abstract

The purpose of the study is the research of the opportunities for developing professional foreign language communicative competence within the concept of multilingual education. The study is based on the method of the experiment, presented by a survey of students. The course was tested by 70 master's degree students of Gumilyov Eurasian National University. The functionality of the Google Meet communication platform and mobile applications has created a comfortable environment for learning Business English. The educational course revealed students’ ability to carry out high-quality communication. The results show that students improved their skills in spontaneous business discussion with rational construction of communication, proper speech intonation, lexical sufficiency within the framework of speech topics, and grammatical correctness. The practical significance and prospects for further research are presented by the opportunity of using the developed methodology in the process of communicative competency formation by students of different specialties.

Navigating the Field of English Higher Education in Kazakhstan: Advocating for Habitus and Capital Engagement of Speakers of Languages other than English

“…At the same time, Alzhanova and Chaklikova (2022) emphasised the importance of adapting educational technologies to develop professional intercultural communicative competence. Notably, they fail to recognise broader sociological implications for local professors' dispositions, linguistic and pedagogical Habitus, and professional identities (Block et al, 2013;Bourdieu, 2000;Grenfell & James, 1998).…”

Unlocking the Future of Arabic languages teaching: Exploring Communicative Language Teaching Methodology

“…However, these research differ in their motivations for examining educated groups and their methodologies. Using the Australian English Communicative Development Inventory (OZI), Caroline Jones et al Alzhanova & Chaklikova (2022) investigate multilingual education, whereas Olesia et al (2022) investigate language-learning tutorials based on intercultural and communicative techniques. Trevor & Elison (2022) explore lexical and syntactic acquisition, whereas Bardis (2021) analyses communicative dynamics in the classroom with a focus on cross-cultural pragmatic competence in English as a foreign language.…”

“…The samples included students, teachers, and children of all ages. However, 16 studies found in favour of students: (Maksimuk et al, 2022;Olesia et al, 2022;Alzhanova & Chaklikova, 2022;Temirgalinova, et al, 2021;Bardis et al, 2021;Rongmei, 2020 ;Alcaraz-Mármol, 2020;Abugohar, Yassin, 2020;Mart, 2019;(2015;Lyubova et al, 2014;Jabeen, 2014;Sadykova et al, 2014;Sun, 2013;Zhongxin, 2013). Approximately (7) investigations on children followed (Jones et al, 2022;Trevor & Elison, 2022;Ramscar, 2021;Segovia-Martn & Balari, 2020;Mayor & Mani, 2019;Rytel, 2014;Fernanda, 2012).…”

“…(Maksimuk et al, 2022) employed synergetic approaches methodologies -study of methodological approaches in previous research. In addition, Alzhanova and Chaklikova (2022) utilised experimental research. Banagbanag (2020) employed descriptive-correlational analysis.…”

“…Moreover 2 from Brazil (Santos et al, 2020;Fernanda, 2012). One from Australia (Jones et al, 2022), one from Ukraine (Olesia et al, 2022), one from Kazakhstan (Alzhanova & Chaklikova, 2022), one from Spain (Segovia-Martn & Balari, 2020), one from Saudi Arabia (Abu Gohar &Yassin, 2020), one from the Philippines (Banagbanag, 2020), one from Iraq (Mart, 2019), and one (Jabeen, 2014).…”