Developing a pedagogical model for integrating the phraseological worldview into language learning in the Kyrgyz Republic

Abstract

The objective of this article is to describe a pedagogical model for integrating the phraseological worldview into language education in the Kyrgyz Republic and to specify the conditions for its implementation in middle and high school, as well as in undergraduate programs in philology. The study follows a conceptual and project-based design. The authors used a targeted literature review and pedagogical modeling to collect data. They selected sources from Web of Science, Scopus, ERIC, national publications, and documents of the Council of Europe using Russian and English keywords (covering a period of 10-15 years). The authors conducted thematic grouping and comparative analysis of three thematic blocks and introduced the concept of an “individual’s phraseological worldview”. The authors developed a three-component model (cognitive-conceptual, didactic-technological, and assessment components) implemented through existing courses in Kyrgyz, Russian, and foreign languages, without introducing a new discipline. They propose assessment procedures, including tests on recognizing and explaining phraseological units and tasks on their use. For intercultural communicative and pragmatic competence, they suggest questionnaires, analysis of reflective texts, role-playing activities, and observation sheets. The authors plan further studies to empirically test the proposed model in educational practice