Traditions and innovations in the system of trilingual education (sociolinguistic aspect)

Abstract

The article presents the results of a survey conducted in secondary general education schools with the state language of instruction. This work is a continuation of the ideas outlined in References under № 3, 4. In addition, this article opens up opportunities for further sociolinguistic research in the regions chosen as experimental bases. The authors of the article draw attention to the ambiguity of understanding of the term “trilingualism”, to the fact that the very content of this concept does not reflect the learning of English, that English learning is caused by the present time, that is, it acts as a requirement of time. The authors especially emphasize the dominant role of the Kazakh language as the state language, which is a key problem in the system of trilingual education. The authors also note that the issue of trilingual education is a multifaceted and multidimensional problem, and successful teaching of non-native languages is possible only if the student speaks his native language at a high level. In the article, the authors consider some key points of the questionnaire survey. The respondents’ choice of future profession and a certain language for deep learning is explained by the dominance of one or another life need. The latter, in turn, is determined by which of the values young Kazakhstani people currently prefer.