Integration of trilingual content in the process of training primary education teachers

Abstract

The article deals with the issues of trilingual education integration in the higher education system of the Republic of Kazakhstan. The authors, having studied the scientific and pedagogical literature on the sought issue, supplemented the leading methodological approaches to the integration of trilingual education, as well as innovative teaching technologies for future teachers of primary education.  The article highlights the history and methodological features of CLIL and analytical-situational technologies, their merits in the realization of the cultural project "Trilingualism". The mentioned technologies contribute to the successful integration of special disciplines content and foreign language in the educational process. In this the authors see the theoretical significance of this study due to the relevance of trilingual education integration, the priority of which is emphasized by the educational policy of the state. The practical significance of the article is demonstrated in the possibility of implementing the substantive and procedural conceptual bases of trilingual training integration of future teachers of primary education. The authors demonstrate theoretical and practical tasks based on the described technologies. The study of special disciplines’ topics in a foreign language is accompanied by various methods and forms of work of the named technologies. The research methods used in writing this article include the analysis of scientific literature, official documents in the field of normative-legal support of the language process in Republic of Kazakhstan observation and analysis of teachers' professional activities. In the process of observation and evaluation of these technologies usage, the authors consider it necessary to introduce them into the system of training future teachers of primary education.