On teaching the Russian language in the context of modern realities of the Republic of Kazakhstan

This article is dedicated to the current issues of teaching Russian in Kazakhstan. In particular, the authors look at the topic of Kazakhstani school textbook studies and the ethnomethodological opportunities of the course ‘Methods of Teaching Russian,’ which is taught at a pedagogical university in Kazakhstan. The aim of the article is to present systematized information about what Kazakhstani linguomethodology is currently focused on, and what innovations are being introduced into the practice of school textbook studies and university ethnomethodology.The study used both theoretical methods (analyzing scientific literature, comparative analysis of key terms, modeling the educational process) and empirical-experimental methods (analyzing current Russian language textbooks, pedagogical observation of the methodological actions of future language teachers, surveying school teachers, using specific methods and techniques in university classes on the discipline ‘Methods of Teaching Russian,’ and processing the results of teacher surveys).The authors analyze, based on a review of scientific literature, the content of key terms: textbook, ethnomethodology, and point out the achievements of Kazakh linguomethodology in the field of school textbook studies and ethnomethodology. The article presents the didactic possibilities and characteristics of the current Russian language textbook for 9th-grade students in schools with Russian-language instruction, which has a clearly communicative and activity-based focus. The authors of the article look at the features of a digital textbook based on their own experience developing a digital Russian language textbook for that grade. The article also presents the results of a survey of Russian language and literature teachers at School- Gymnasium No. 8 in Almaty about the prospects for school textbooks and what the Russian language textbook of the future might be like. The authors share their specific experience in applying ethnomethodical principles based on the native language and cultural dialogue.In conclusion, there is a statement about the prospects of the school textbook, as well as the fact that taking into account the ethno-methodological features of this subject ultimately contributes to the effective formation and development of the professionalcommunicative competence of future Russian language and literature teachers in Kazakhstani schools.

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