LINGUOCULTURAL COMPONENT IN TEACHING RUSSIAN AS A MEANS OF PRESERVING NATIONAL IDENTITY IN KAZAKHSTAN

The article explores the integration of the linguocultural component into the teaching of the Russian language as a means of strengthening the national identity of schoolchildren in the multiethnic society of Kazakhstan. The aim of the research is to develop and test a methodology aimed at fostering cultural awareness and ethnocultural competence among students through the inclusion of phraseological units, cultural symbols, and literary texts by Kazakh authors in the educational process. The paper analyzes theoretical approaches to linguoculturology and linguodidactics, compares traditional and innovative teaching methods, and presents the results of a pedagogical experiment conducted among 7th-grade students. The experiment demonstrated a noticeable improvement in both linguistic and cultural competence in the experimental group compared to the control group. Additionally, the study examines barriers hindering the integration of ethnocultural materials into mainstream school curricula and outlines methodological solutions to overcome them. Examples of adapted tasks facilitating intercultural dialogue in Russian language classes are also provided. The novelty of the study lies in the purposeful adaptation of culturally-oriented tasks to the school level and the use of multimedia resources for ethnocultural socialization. Its practical significance is reflected in the development of methodological recommendations for teachers on incorporating linguocultural elements into school curricula.

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