The Importance of Linguocultural-Oriented Teaching in Learning Kazakh, Russian, and English in Universities and Schools

Abstract

In today’s world, the value of the great thinker Abu Nasr al-Farabi’s statement that “A person first needs upbringing, not knowledge. Knowledge without upbringing is the enemy of humankind and can bring harm in the future” is increasing. Moral upbringing is an immeasurable treasure. If we take as a basis the profound thoughts of Hakim Abai, who urged “Love all humanity as your brothers,” and the words of the national teacher Akhmet Baitursynuly that “Language is the most significant sign of a person’s humanity,” along with A. Seidimbek’s statement that “A nation deprived of its unique identity will perish,” it becomes clear that fostering an intelligent, wise, and cultured generation through the power of language is an urgent issue in teaching both the native and foreign languages. The reason lies in the language’s ability to preserve history, native culture, national identity, worldview, character, consciousness, traditions, and wisdom. In other words, each language is a symbolic system that encapsulates the nation’s essence, serving as a repository of its perception of the world. As the linguistic image of the world, language reflects a nation’s aesthetic taste, economic activities, behavioral patterns, beliefs, traditions, and, ultimately, its national spirit. Integrating this national wealth with the best practices in global education and upbringing allows individuals to unlock their potential, gain self-confidence, and develop the ability to understand themselves and others. This highlights that teaching a language in connection with a people’s worldview and national identity fosters linguistic, communicative, and cultural competencies in learners, ultimately contributing to the formation of well-rounded individuals with a rich spiritual and intellectual life.