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development of the individual, at the formation of the ability to think in information-intensive 
categories [1, p.93]. It aims at providing students with an orientation framework for high-level 
generalization actions, i.e. a high type of orientation (an integrated concept, for example, which the 
student has mastered, is for him/her the “top” from which the whole field of facts - heterogeneous 
knowledge systems of a lower order - is well overviewed). The integrated content provides more 
opportunities for students to develop alternative thinking. The implementation of the learning process 
on an integrative basis contributes to the formation and development of the ability to see something 
common behind externally different processes; the learning process on an integrative basis acts as a 
way to develop dialectical thinking of students - by creating problem situations (problem situations 
are easily created at the junction of mutually distant, opposite knowledge and ways of activity, which 
is inherent in the integrative content). 
A number of approaches have emerged to the question of how to implement learning 
integration in primary schools. N.M. Neusypova identifies such approaches: 
- conducting a lesson by two teachers of different subjects; 
- combining two subjects into one lesson and conducting it by one teacher; 
- creation of integrated courses [2]. 
Analyzing the international pedagogical experience, Y.M. Kolyagin and O.L. Aleksenko note 
the most justified forms of implementation of integration in primary school. These are integrated 
courses and the teaching of various academic disciplines by one teacher. 
A foreign language is one of the most universal subjects that can enrich primary education, 
since primary school children have an innate and not yet lost ability to master languages, and 
languages, in turn, can become an effective means of children's development. The problem of an 
integrative approach in teaching a foreign language is very relevant, because the mutual connection 
of subjects follows from the tasks of an integrated approach to the education of primary school 
children. When explaining new material and repeating it, it is recommended to involve information 
from other academic disciplines, to rely on them. Connections between subjects within certain limits 
take into account the commonalities between disciplines both in their content and in the educational 
process. The main purpose of teaching foreign languages in primary school is to develop the student's 
ability to communicate in a foreign language. Integration makes it possible to limit the intrusion into 
the content of education of knowledge that is not relevant for a child of this age, and thereby overcome 
a significant disadvantage of modern primary school - the overload of students [3, p. 30]. 
It is known that each academic subject can establish connections with other subjects that are 
different in nature. Depending on the purpose of establishing a connection and its nature, several 
groups of subjects can be distinguished. The most organic is the creation of such a group of academic 
subjects as native, Kazakh and foreign languages. 
These academic subjects have not only a common goal - to teach language as an element of 
culture, which allows us to adopt the experience of generations and influence the formation of both 
the culture of our people and universal culture, but also a common activity basis, which is speech 
activity. With coordinated, coordinated language teaching, their teaching, educational and 
developmental effect is enhanced, efforts and total study time are saved. Even the seemingly dry 
grammar material "comes alive", affecting not only the mind but also the emotions of the children as 
they learn about the kinship of languages, about their mutual influence, about the closeness of all the 
peoples of the Earth. Children are happy when, for example, at the beginning of learning a foreign 
language, they discover that they already know English words (basketball, sport etc.), German words 
(barrier, tie, horn etc.) and that there are words that occur in all the world's languages (sport, stadium, 
cinema etc.). In order to ensure that such information is not incidental, commonalities between 
languages at all language levels (lexical, grammatical, phonetic, textual) need to be identified and 
reflected in the syllabuses of integrated courses. 
In the process of integrating a foreign language with the native language, the younger pupils 
develop a linguistic attitude towards words, a culture of speech and non-verbal behavior, an interest 
in words and linguistic disciplines, an interest in reading, the cultural heritage of the country of the 
studied language, language guessing, observation, accuracy, and the following skills are formed: 

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- determine the genre of the text, the topic; 
- predict content by title; 
- to divide the text into semantic passages and to name them; 
- compare a sample letter with the written one; 
- to issue a letter. 
The forms and methods of implementation of integration in foreign language classes can be 
as follows: 1) observation of the form, meaning and use of linguistic phenomena and lexical units, 
comparison if necessary with the native language; 2) organization of oral speech communication: 
compilation of small statements, small stories based on a picture, series of plot pictures united by a 
common theme, conversation in given situations, as well as on the basis of heard, seen, read; 3) work 
with a written source of information (a book, texts of different genre); 4) performance of written 
tasks: copying down letters, words, phrases; writing announcements, posters, programs (holiday, 
evening, etc. etc.); writing holiday or birthday greetings; writing a letter to a friend. 
To a special extent, the emotional sphere of children develops with the help of objects of the 
aesthetic cycle. In order to find out the possibilities of integrating a foreign language with these 
subjects, let's turn to the curricula. 
Analysis of curricula in the subjects “Musical culture”, “Fine art”, “Physical Culture” shows 
how much they have in common. This is natural – we are talking about the development and education 
of the child, but by different means. If a foreign language teaches communication with the world by 
verbal means, then the subjects of the aesthetic cycle use for this the language of music, sign language, 
drawing language, the language of feelings and relationships [4]. 
Familiarization with the culture of the country of the language being studied through elements 
of folklore (dances, songs, ditties, proverbs and sayings) gives younger schoolchildren a sense of 
belonging to another people, achieved without much effort. 
Color, ornament, pattern, typical materials of applied art (metal, wood, straw, etc.), images of 
fairy–tale heroes - all this reflects the soul of the people, their temperament, carries diverse and 
objectified (which is especially important for young children) information about the life of the people. 
Integration of a foreign language with music involves mastering the ability to listen and hear, 
distinguish, differentiate sounds, melody, react emotionally to music, reproduce melodic sound, 
intonation without text and with text [5]. 
Integrating with other subjects, a foreign language significantly benefits from the fact that the 
scope of its application is expanding due to the inclusion of foreign language speech activity in other 
activities performed by elementary school students: motor (in physical education lessons), labor (in 
labor lessons), music (in music lessons), and visual (in drawing lessons). 
So, based on what has been said, we can conclude that thanks to a foreign language, in turn, 
the activity of children is enriched in line with another academic subject with which the foreign 
language is integrated. For example, when teaching drawing, music, and work, children get an 
additional opportunity to repeat specific subject actions they call in a foreign language or to carry out 
these actions using a foreign language [6]. 
A similar analysis of the connections of each academic subject with all others will allow, on 
the one hand, to present the position of this subject in the system of all academic disciplines from the 
point of view of establishing integration links, on the other hand, to create a general picture of the 
relationships established and possible between all subjects studied in primary school. 
Thus, pedagogical universities face the problem of preparing students for the implementation 
of an integrative approach in teaching a foreign language in primary school. To implement this 
approach, the future teacher must have the following knowledge: 
- about the essence and content of knowledge integration; 
- about the forms and methods of integrated foreign language teaching in primary school. 
The implementation of an integrative approach in teaching a foreign language in primary 
school requires the future teacher to master the following professional and pedagogical skills: 
- planning, organization and implementation of foreign language teaching on an integrative 
basis; 

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- analysis of an integrated foreign language lesson. 
 
Reference links 
1. Berulava, M. N. Integration of educational content / M. N. Berulava. – Tomsk: Tomsk 
university, 1988. – 93 p.
2. Neusypova, N. M. An Explanatory Dictionary in Russian Language Lessons as a Way to 
Create Interdisciplinary Connections/ N. M. Neusypova // Nachal'nayashkola. – 1992. – № 5 – 6. – 
P.13–16. 
3. Kolyagin, Yu. M. Integration of school education / Yu. M. Kolyagin, O. L. Aleksenko // 
Nachal'nayashkola. – 1990. – № 9. – P. 28–32. 
4. Brazhe, T. T. Integration of subjects in a modern school/ T. T. Brazhe // Literature at school. 
– 1996. – № 5. – P. 150–154.
5. Integrative trends in the modern world and social progress/ under ed. M. A. Rozova. – M.: 
PH MGU, 1989. – 289 p.
6. Interdisciplinary and intrasubject links as a means of improving the quality of junior high 
school students' learning: interuniversity collection of scientific papers. – S.-P.: LGPI, 1987. – 325 p 

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