Professionally oriented instruction in Kyrgyz as a second language in higher education: developing professional communicative competence and human capital

This conceptual paper examines professionally oriented instruction in Kyrgyz as a Second Language in higher education and its role in developing students’ professional communicative competence. The paper considers how language learning can be connected with professional terminology, scientific and academic texts, authentic communication tasks, and situations related to students’ future fields of work. Particular attention is given to the relationship between language competence, professional preparation, graduate employability, workforce readiness, continuing professional development, and human capital. The analysis draws on research in Languages for Specific Purposes, communicative competence, language education, and human capital, as well as on the educational and language-policy context of the Kyrgyz Republic. The proposed conceptual framework combines professionally relevant vocabulary, work with specialised texts, practice-oriented communicative activities, professional scenarios, academic literacy, and cooperation between language and subject-specific departments. The paper argues that instruction in Kyrgyz as a Second Language can perform not only a linguistic and educational function but also a preparatory function by helping students acquire language resources needed to understand professional information and participate in academic and workplace communication. The framework also highlights the importance of differentiated materials, independent learning, digital resources, and interdisciplinary curriculum design. These principles may support higher education institutions in aligning language instruction with professional preparation and the longer-term development of qualified human capital.