Modeling the development of meta-communicative competence of foreign language teachers in Kazakhstan

Relevance. Over the past decade, Kazakhstan�s higher education has undergone significant changes, which has affected the quality of foreign language teaching, as teachers must acquire new professional competencies to effectively interact with students� needs. In this context, the educational policy determines the variability of qualification criteria for the training of specialists, whose knowledge of the language is an important component of professional competence for the intellectual labor market. Purpose. The purpose of the article is to study the features and ways of improving the level of metacommunicative competence of foreign language teachers in Kazakhstan. Methodology. The methodological framework is supported by the communicative approach as the main tool of Content and Language Integrated Learning (CLIL) theory through a comparative analysis of the required metacommunicative competence. Results. The results of the study indicate that some educational programs in foreign languages do not provide for the acquisition of the necessary metacommunicative competences, and the outlined educational material needs to be diversified according to today�s requirements. The results show that new teaching methods should be focused on the effectiveness of knowledge and the practical orientation of abilities and skills, which will significantly increase the quality of education, accelerate the transfer of knowledge and allow more effective assessment of students� educational achievements. Conclusions. In conclusion, the study highlights the critical need for enhancing the metacommunicative competence of foreign language teachers in Kazakhstan to meet contemporary educational demands. It emphasizes that current educational programs often fall short in providing the necessary competencies, suggesting a need for diversified and practically oriented teaching methods. Implementing these improvements will enhance educational quality, expedite knowledge transfer, and improve the assessment of students� achievements. Keywords: CLIL competence; CLIL technology; higher education; bilingual education; EMI approach