The article discusses methods and ethno-pedagogical approachesinKazakh customs, traditions, rituals of creative work, pedagogical competitions where students get the opportunity to demonstrate theoretical knowledge, erudition, and originality of thinking. This is a comprehensive monitoring study to show the experiences of teaching students ethno-pedagogical and other pedagogical approaches for forming a civil and patriotic worldview among students and preserving ethno-cultural traditions. Dialectical principles were used as the methodological basis of the study, making it possible to identify the main characteristics of the studied phenomena and processes in their interconnection for determining the trends in their formation and development. The results of the study shows the pedagogical potential of the ethno-cultural traditions of the Kazakh people is determined in its value -semantic aspect in the patriotic education of university students, taking into account modern socio-cultural conditions, traditions of the Kazakh people. Keywords: patriotism, folk pedagogy, traditions, customs, patriotic education, university.

The purpose of the article is to investigate the integrative and instrumental motivation and attitude of school science teachers involved in the process of learning English. A survey was conducted with school science teachers who were undertaking training at the Shymkent branch of Orleu, the national center for the in service training of teachers in South Kazakhstan. From the "State Program for Education Development in the Republic of Kazakhstan for 2011-2020", it became mandatory for school science teachers to teach through the medium of English, according to the national policy on trilingual education (Ministry of Education and Science of the Republic of Kazakhstan, 2010, p-2). The study involved 117 school science teachers (teaching Chemistry, Biology, Physics, and Computer Science): 18 males and 99 females from aged between twenty and sixty years old. Questionnaire data was collected through twenty items adapted from a five-point Likert scale. The statistical results from the survey data on the measurement of instrumental and integrated motivation were measured by SPSS and Excel. The results showed that school science teachers had a high level of motivation, both integrative and instrumental, for learning English; but instrumental motivation was slightly higher than integrative motivation. Data analyses on the main difficulties in learning English show that there is no language environment where teachers and indeed the wider population can develop their language skills.

The article reveals an actual topic about the need of the implementation of trilingual education in the Republic of Kazakhstan. Knowing several languages fluency helps the integration of Kazakhstan into the economic and cultural spheres of the world community. Nowadays, the endeavor for trilingual education is the most challenging and conforms fully to the tendency of the European Union countries. Also, the article describes three effective methodological approaches in teaching a foreign language in the multilingual University groups: 1) competence-based approach -the formation of a competent specialist who must not only know and understand the essence of the problem, but also be able to solve it practically, i.e. having own methods of solution; 2) communicative -the formation of communicative competence among students, which includes various components: linguistic, pragmatic, cognitive and informative, and 3) culturological -involves a comparative analysis of the ways of living, the variability of life styles of countries in cultural communities and related social values, norms, traditions and customs. According to the practice, all these approaches help to motivate our polylingual students in learning a foreign language.

No abstract