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In the 90s, language planning in Kazakhstan was hindered because people of other ethnic groups outnumbered Kazakhs. Russian has long been designated as the language of inter-ethnic communication and its status is officially on a par with the state language, Kazakh. The leadership in Kazakhstan avoided taking 'extreme' positions as the stability in the country was at stake, so in order to preserve political stability in the country, the language shift towards Kazakh was delayed. Now in modern Kazakhstan, the number of ethnic Kazakhs has increased which has resulted in positive, albeit slight changes in favour of the Kazakh language. The primary purpose of this review article is to understand the reasons for the slow dynamics of language shift in Kazakhstan. Analysis of the literature and theoretical frameworks by Ruiz and Sonntag and Cardinal sheds light on the dynamics of this shift. One of the contributing factors to its slow dynamics has been the government’s support for the bilingual later multilingual language regime. Language planning in Kazakhstan implicitly promotes economic planning. Russian, and more recently English have been favoured as more suitable for human development in Kazakhstan. Another factor associated with the slow dynamics of the language shift is a language's prestige and value. Kazakh is not associated with social success and as such, it remains less prestigious compared to Russian. Based on the evidence, this paper concludes that Kazakhstan is still linguistically dependent on the past state traditions despite being politically independent today. Russian, seen as a language of international communication, in truth, remains intra-national in Kazakhstan.

Scientific and technical progress in era of globalization, as well as socio-economic changes occurring in the global world requires the enhancement in the field of science, education, and culture also lead to the innovations on pedagogical science, modern school, and the development of the teacher personality. The school faces the task of forming a comprehensive and harmoniously developed personality. Along with this, the vocational orientation of the student's personality already at the school level becomes most relevant, especially with the introduction of a 12-year education at school. Among all above mentioned, a special place is given to a social pedagogue's personality, since his professional activity acquires qualitatively new characteristics. Social pedagogue is a link between the school and other institutions, between parents and students, and can carry out their work in multifunctional areas such as socio-pedagogical, psychologicalpedagogical, socio-legal and socio-economic sphere. Social pedagogue should also assist students in the professional orientation to develop themselves in competitive environment.This research aims to analyze the formation of professional training of future social pedagogy teachers in the conditions of the University. And in order to achieve this goal to do some tasks. We need to describe the process of professional training of teachers and do research on its condition at the university level.All these areas contain various aspects of the activity, and the preparation of future social teachers at the university level should be systematic, practice-oriented, and carried out at the very early stages of preparation at the University. Accordingly, the requirements for the quality of training should also change.

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