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The need to improve the content of education disciplines at secondary and higher educational institutions and to create more favorable methodological conditions for curricula implementation in Kazakhstan have been gaining importance in recent years. Analyses of practical activity specified that the Kazakh, Russian and foreign languages in Kazakhstan should be primarily studied as real and full-fledged means of communication at the level of native speakers. Teaching the Kazakh, Russian and foreign languages should develop learners' communicative skills necessary for the person as a member of Kazakhstani society and global community as well. Insufficient communicative character of language subjects impedes the achievement of the state goal to develop multiculturalism in Kazakhstan. Therefore, it is crucial to distribute expected results in mastering languages at different stages of learning and to consider productive training technologies aimed to implement the objectives. The research goal of the paper is to elaborate a level model of language training and appropriate organizational conditions to master several languages simultaneously. Research results: The paper provides a level-by-level description of language training levels at school and university to guideline the development of state standards for secondary and vocational education as well as corresponding curricula and textbooks; results of research accomplishment are realized in textbooks on language subjects for high school and first-and second-years of higher education; methodological recommendations on language subjects content improvement in education institutions have been developed.

The problem is relevant because of the need to develop the English-speaking communicative competence of the Kazakhstani people as a component of the compulsory trilingualism in Kazakhstan. Currently, in the context of an active unaided entry of Kazakhstan into the global community, there is an acute challenge of increasing the number of people who speak English. In order to master the English language for practical purposes, it is important to identify common global problems for the whole society. This can be the ecological state of Kazakhstan. This topic will be one of the key bases for the development of the English language competences of Kazakhstani people, when two important aspects are integrated: expanding the functioning of the English language in the country and the need to understand the growing environmental threat to life on the Earth. People in all regions should be actively involved in the environmental movement, as environmental problems arise because of indifference to violations of environmental standards at different levels (from household to production), due to their direct non-compliance at the local level and inactivity of society in solving environmental problems. The purpose of the article is to show the real possibilities of integrating the development process of students' foreign language and the process of identifying ways to solve environmental problems of the region as immediate tasks that they solve as volunteers. The method for the study of this problem is cognitive-communicative, which allows, first of all, determining the cognitive structure of a text with an ecological theme and on this basis to subjectify obtained information in the minds of students through their environmental speech intentions. The article reveals effective ways of selecting educational material for the formation of English communicative competence based on environmental material. The mechanisms for selecting educational material and the planning methodology for the thematic lesson cycle can be useful for planning the cognitivecommunicative learning process based on environmental regional problems for any educational audience and are intended for foreign language specialists and environmental teachers.

Relevance of the article is based on the importance of environmental education and development of the "green" economics of the Republic of Kazakhstan. Despite the relevancy of environmental education, there is a lack of studies on the relationship between the greening of education, "green economy" and the modernization of students ' consciousness. Thus, there is a gap between the demands of the state and the environmentally oriented training of future specialists.

The article addresses the issue of development of Kazakh, Russian and English languages in Kazakhstan. For this purpose, the authors give a definition of the types of bilingualism and polylingualism. The paper focuses on the significance of modeling of the educational process, the use of effective methods and technologies, gradual formation of foreign language speech culture and communicative competence. The model of multilingual teachers’ training is presented as a combination of motivational-value, content and technological components. In accordance with this, experimental work was conducted in three Kazakh universities. The result of the experiment is a polylingual speech culture and communicative competence of the future teachers within the selected scope of educational material. Another achievement in the experiment is the professional readiness of undergraduates to develop an integrated educational process for the formation of foreign language communicative competence, an ability to apply the concepts of the learning in educational process and justify them in a discussion. In the course of the study, the authors came to a conclusion that future teachers should have an integrated competence: knowledge of a foreign language and linguodidactic skills to plan classes in a foreign language.