The cognitive lingua-cultural methodology as a universal model for teaching languages in multicultural area

Abstract

Abstract : The multilingual education policy was federally mandated in the
Republic of Kazakhstan. Multicultural education promotes equitable access and
rigorous academic achievement for all students so that they can work toward social
change. There is a growing tendency to pay more attention to the Kazakh language
taking into account its governmental and social significance, Russian language is
considered as a language of intercommunication and English one has the status of
integration into global world economy and science. At the same time, the
implementation of any language policy imposes a heavy burden on educational
system. The purpose of the article is to prove that multilingual education is a
universal matrix of dimensions, qualities, and approaches that encompass theories
and practices of educational reform. On the basement of our cognitive
linguacultural methodology, we presented four stages of intercultural
communicative competence formation in teaching English, Kazakh and Russian
languages. Each stage fulfills its own specific functions and the set of certain skills
are formed on each stage, which is equipped by the most effective methods and
techniques. Experiment showed that the usage of cognitive lingua-cultural
methodology promoted the effective acquisition of three languages by students of
linguistic university.