Linguistic Foundations of Teaching Kazakh in an Inclusive Educational Environment through Ethnocultural Content

Abstract

The article examines the linguistic foundations of teaching Kazakh in an inclusive educational setting through ethnocultural content. The study is relevant because it clarifies content-based mechanisms that help learners with diverse perceptual and learning profiles master language norms, the layered nature of word meaning, and the national cultural code as an integrated whole.

The aim is to substantiate a linguistically grounded instructional model built on ethnocultural themes rooted in folk knowledge. Ethnocultural units are organized as semantic fields, while the motivation of naming and cultural semantics, textual coherence, and pragmatic coloring are transformed into learning actions. Communicative objectives appropriate for an inclusive classroom are specified.

The theoretical framework draws on ethnolinguistics, linguistic cultural studies, text linguistics, and pragmatics, and follows A. Baitursynuly’s principle that “useful knowledge” is acquired through purposeful action. The study employs descriptive, lexical-semantic, discourse, contextual, and comparative analyses and models instructional content.

The empirical base includes horse-related names and rituals, anthroponyms, types of kumys and related technological terms, lexicon and phraseology associated with the whip (kamshy), and proverbs and idioms reflecting the system of sacred numbers. The article proposes a task system that develops lexical, textual, pragmatic, and cultural-linguistic competencies. It further shows, through concrete texts, how adherence to orthoepic and orthographic norms supports accurate meaning and culturally marked connotations.

The scholarly contribution is a linguistic rationale for ethnocultural content in inclusive education and a coherent “meaning-motivation-communication” model. Practical value lies in sample tasks and techniques based on keywords and short texts, and a proposed structure for culturally themed learning materials.

The findings can be used in inclusive Kazakh language classes, in developing teaching resources, in teacher professional development, and in compiling a corpus of culturally themed texts.