ASSESSMENT OF THE EFFECTIVENESS OF STATE SUPPORT MEASURES FOR ETHNIC KAZAKHS LIVING ABROAD

The state’s support for the diaspora abroad initially consists in teaching its representatives their native language. However, over the past 30 years of independence of the Republic of Kazakhstan, the implementation of this support has become increasingly difficult due to the lack of a modern methodological approach to the teaching process. Against the background of the timely adoption of numerous normative legal acts concerning various measures to support the Kazakh diaspora abroad, the methodology of teaching the Kazakh language objectively found itself in a situation of urgent need to develop the scientific foundations of teaching the Kazakh language as a foreign language. The unavailability of modern methods in the development of such foundations largely reduces the overall effectiveness of any other measures of state support for ethnic Kazakhs living abroad. The relevance of the study is due to the fact that the assessment of measures of state support for ethnic Kazakhs living abroad indicates the vulnerability of the state in the face of serious risks in providing further support to the diaspora. The main research methods are the development of an assessment of the level of knowledge of the language by representatives of the Kazakh diaspora abroad, namely, the definition of criteria and levels of proficiency in the Kazakh language by ethnic Kazakhs living abroad. The analysis of the data obtained indicates the need to include an additional specific level characteristic of the diaspora, whose representatives perceive the Kazakh language not so much as their native or second language, as a foreign one (A0). The authors have developed a system of tasks for each language level (from (A0 to C2). At the same time, 25 tasks were contained separately for each of these levels. Each of the tasks corresponding to the numbering was compiled in such a way that it was possible to identify not only the level of knowledge and understanding of the Kazakh language, but also the level of knowledge and understanding of the culture of the Kazakh people. Such a strategy in development was chosen by the authors not by chance, but with the aim of further teaching ethnic Kazakhsforeigners living abroad the Kazakh language as a foreign language through a system of 25 ethnocultural units identified, selected and presented by the authors in this article. 

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