Maral Nurtazina, Gulden Murzabekova, Karlygash Nurtazina

The L.N. Gumilyov Eurasian National University, Astana, Kazakstan

Problem Statement. The present article investigates the innovative potential of using multicultural competency (MC) models in the language education system and teaching English. Our students need to have an understanding of MC theories that explain the difference in behavior, lifestyle, business or corporate cultures from different ethnic communities in Kazakhstan.

Purpose of Study, Methods. The purpose of the paper is to develop a model of multicultural competence of future teachers of humanities, as well as an experimental way to confirm the hypothesis of this study on the issue. We use the various methods, models and paradigms of teaching English from the perspective of the competence approach which is used as blended learning. Both primary (interviews and surveys) and secondary research (literature review) were carried out to provide empirical materials for a comparative analysis of MCC in this paper. The main aim of these interviews was to obtain more detailed information on the use of MCC in everyday life, and their impact on teaching, learning and assessment, and on the provision of teacher training. The case studies used as a template reflecting the main research questions of the study.

Findings and Results. The main challenges and limitations of the MCC study lie in the difficulties in interpreting the findings in a comparative and representative way. We have carried out a study on the various programs of multicultural learning from dating Kazakh and Russian with English culture: culture-specific training and cultural education. The aim of our study is to examine the effectiveness of different types of multicultural learning. Hypothesis of the study: the use of active methods of multicultural learning increases the probability of formation of MC.

Conclusions and Recommendations. It proposes some suggestions to be considered in order to change the current status quo and yield the desired results in the EL classroom. The results of the study included targeted areas for improvement in pragrammatic design.