Table of Contents

Chapter Contents Page

Acknowledgements………………………………….... i
Abstract………………………………………………. ii
1 Introduction……………………………………………1
1.1 Background of the Study
1.2 Problem Statement. Objectives and Assumptions
1.3 Description of the Research work
1.4
2 Review of Literature
3 Research Methodology
4 Data Presentation and Analysis
5 Summary and Conclusions
Improving the level of Kazakh language proficiency in schools and
kindergartens
Improving the use of the Kazakh language in the field of informatization
and communication
Continuous Professional Development for teachers
Digital access to learn Kazakh
Информационные технологии в обучении казахскому языку
 Deficiency of pedagogical shots is marked, unattractiveness of sphere of
pedagogical activity conducts to outflow highly qualified shots from
preschool education system
Problem. In order to teach the adult population the state language free of
charge, 90 State language training centers operate in all regions of the
republic. However, in some regions (Almaty, Atyrau, Mangystau, West
Kazakhstan, Pavlodar regions) there are no state language learning
centers. In this regard, in the process of transition to the Latin schedule, it
is necessary to increase the potential of the centers and the national testing
system "Kaztest" for the training of teachers and the population.(Adilet
zan)
Problem. It is necessary to increase the volume and improve the quality of
scientific information in the Kazakh language. In scientific circulation, the
works of scientists, the results of scientific research, including master's
and doctoral dissertations, especially in the field of natural and
engineering sciences, are almost not produced in the state language. The
state language should become an effective communication tool in the
scientific environment.(Adilet zan)
 The resolution of the Assembly of People of Kazakhstan is one of the
steps to strengthen the role of the Kazakh language. (ANK)
Language development
Recall that in the fall of 2020, the first congress of the APK adopted a
resolution on the study of the Kazakh language. It says that the state
language should unite all citizens of the country. After all, it is an integral
element of the internal identity of every citizen of Kazakhstan. At the
same time

it is important not to restrict other languages as well. This was stated by

President Kassym-Jomart Tokayev, stressing that opportunities will
continue to be created for all ethnic groups to preserve their traditions and
develop languages

"Knowledge of the state language is the duty of every citizen of

Kazakhstan. We can say that this is a task. In this regard, I want to appeal
to all Kazakhstanis, including my compatriots who have not yet mastered
the Kazakh language. We see that young people can learn English or other
languages in a short time. Anyone who wanted to learn the Kazakh
language in those years when a whole generation changed, would have
known it a long time ago. There is a saying among the people: "Better late
than never." The main thing is to remain enthusiastic," Tokayev said.

The Head of Kazakhstan stressed that today the share of Kazakhs and
other ethnic groups who know the state language has increased
significantly.

"All legal approaches and guarantees have been formed so that the Kazakh
language becomes, in fact, a unifying factor for all our people. The
problem is intent. The right intention depends both on those who want to
study the Kazakh language, and on the state that will help achieve this
goal," he said. (ANK)
In addition, it will be necessary to expand the network of educational
institutions with the Kazakh language of instruction and organize work on
training and advanced training of teachers and specialists of the Kazakh
language. Due to the small number of scientific and educational centers
that have sufficient organizational and methodological capabilities to train
specialists at a qualitatively high level, it is assumed that distance learning
forms will be widely introduced. During the development of the draft
State Program for the Functioning and Development of Languages for
2011-2020, the experience of legal regulation of the language policy of 30
foreign countries was studied. (https://yvision.kz/post/446286)
 The role of secondary schools in expanding the scope of the State
language is not being used enough. In this regard, it is necessary to pay
attention to this issue ...
Read more: https://kursiv.kz/news/obschestvo/2020-05/v-kazakhstane-
predlozhili-rasshirit-sferu-primeneniya-gosyazyka
Copying is possible only with a link to Kursiv.kz . All rights reserved.

PD (continuing professional development– is a teacher's professional

development, which, according to the established rules of different
countries, should be carried out on a regular basis. How often and by what
rules? Read on.

According to the British education system, a teacher must have 30 hours

of professional development every year. Indisputably, CPD in education is
important. Surveys conducted by Manchester Metropolitan University
showed that many teachers believe that "CPD has improved their
prospects for advancement." Even more skeptical respondents recognized
the value of accredited CPD courses for current and potential employers.
Ассоциация учителей и лекторов (ATL) Национального союза образования
Великобритании заявляет, что повышение квалификации преподавателей (CPD)
для учителей может включать:

1. training courses and workshops;

2. studying for a qualification or accreditation;
3. online courses/webinars/podcasts;
4. observation and shadowing;
5. mentoring;
6. peer group exchanges;
7. attending exhibitions and conferences;
8. international exchanges;
9. self-reflection, personal reading or research.

https://www.edutur.org/edu/continuing-professional-development
B Бөлім 1: Кіріспе
1.1. Совет үкіметі кезіндегі латын графикасына ауысу тарихы.
(1929-1940).................................
1.2................................................................
1.3. Түркі тілдес елдердің романизациялану процессі,саясаты,
мақсаты.................................
Глава 2: Тіл саясатының құрылымдары мен жоспарлары…….
 2.1. Латын әліпбиінде білім алу және білім беру
системасы….............................................
2.1.1. Латын графикасын оқытуда ақпараттық технологияларды
қолдану....................................................................
2.1.2. Жалпы орта білім беретін мекемелердегі латын әліпбиіне көшу
кестесі .........................................
2.1.3. Латын әліпбиіне толығымен ауысу кезінде туындайтын
қиындықтар мен кедергілер мектептегі.........................
2.1.4. Күтілетін нәтижелер...........
Глава 3:
3.1 Модернизация языка: переход от кириллицы к латыни в современном,
мультикультурном, многонациональном, и многоязычном Казахстане......
3.1.1. Переход на латинскую графику в рамках программы “Рухани
Жаңғыру”...........................
3.1.2. Проблемы и возможные заблуждения..............................
3.1.3. Политические процессы и трансформации в тюркоязычных
странах.....................................................................
3.2. Методы иследования................................
Заключение.....................................................
Рекомендации...................................................................