Устойчивое развитие: язык, межкультурная коммуникация

- thirdly, repatriates are carriers of knowledge original Kazakh culture and language, which is 
essential contribution to the spiritual heritage of the nation. Finally, repatriation is often presented 
as an integral part of the national idea. 
Returning to their historical homeland, repatriates at first recognize themselves as “different” 
and experience the so-called stress of socio-psychological adaptation to traditions, habits, lifestyle 
and culture of another country, which is caused, firstly, by ethnocultural differences resulting from 
long-term interethnic contacts and ethnocultural interactions of groups Kazakh population living 
outside the Republic Kazakhstan. Secondly, there are socio-cultural differences associated with 
various formations of the social structure of the Kazakh people in modern Kazakh society and its 
local groups outside of it [6, 12-13]. Despite the existing differences, it should be noted that in the 
process of adaptation of ethnic repatriates in modern Kazakhstani society, it is not necessary to 
master Kazakh traditions and customs, but the socio-cultural environment must be mastered. And, 
the most accessible is integration through the comprehension of values, norms in a different socio-
cultural environment and the preservation of their traditional Kazakh cultural traditions, which in 
turn are a regulator norms and behavior. In this connection, there is a psychological, cultural 
distance between the Russian-speaking local population and ethnic returnees oriented towards 
traditional values. The fact of the existence of such a cultural and psychological gap is reinforced by 
its imposition, to a large extent, on the objective social differences between the two above-
mentioned groups of the population. This "disruption syndrome" is actually the main obstacle to the 
formation of a single civil consciousness of Kazakhstanis [3, 257]. The social behavior of 
repatriates is characterized by an orientation towards different norms and values. As noted by G.S. 
Abdirayimova, in the system of human conscious activity, values are generalized goals and means 
of achieving them, perform a normative function, ensure the integration of society, help individuals 
to make a socially approved choice their behavior in vital situations. System values forms the inner 
core of culture, organizes needs and interests of individuals and social communities, and determines 
their value orientations, which have a reverse impact on the needs and social interests, while acting 
as a social motivator for the activity of individuals [4, 302]. Motivation turns out to be a very 
important aspect of successful adaptation. In the process of ensuring the adaptation of repatriates in 
Kazakhstani society, there are some constraining factors, among which I would like to highlight the 
education system. After all, it is the education system that is one of the main adaptation resources 
and integration of repatriates into Kazakhstani society. 
A school that has accepted repatriate-children should help relieve the "shock of transition" to 
a new cultural environment for them, adapt children to the changing conditions of life, education, 
and social environment. Children are vulnerable, dependent, they need adult support not only for 
physical survival, but also for psychological and social well-being and for successful adaptation in a 
new environment. One of the main conditions for the optimal entry of a person into a new social 
environment is the process of active adjustment of the individual to the conditions of the changing 
environment, i.e. socio-psychological, socio-cultural adaptation. Adaptation as a concept expresses 
the nature of the relationship between living organisms and the environment. In terms of 
repatriation adaptation is complicated by a huge number of factors such as climatic conditions, 
cultural, social, linguistic, ethnic and religious differences, material and everyday problems, etc. 
Children of migrants are in especially difficult conditions: a child differs from the environment of 
his new location by his culture; he is, in most cases, a native of low-income strata of society, 
socially unprotected, does not know or does not know well the language of the school system, as 
well as the psychology on which the language is based. The greatest problems in the adaptation of 
repatriate-Kazakh children are associated with language and socio-cultural barriers.
They hinder the successful involvement of returnee children in various types of educational, 
cultural, leisure and social activities. It is very difficult for repatriate-Kazakh children to 
change their thinking, psychological attitudes, and learn new rules of behavior. At the same time, 
the modern school is not fully prepared for the arrival of such children and the creation of favorable 
conditions for their adaptation. This applies to teachers who have little experience and skills in 
working with children of repatriates, school administrations that do not always meet the interests of 

newcomers, as well as their peers who treat repatriates with incomprehension or even hostility, as 
well as the material component of the educational environment. In the process of integration, the 
child risks losing his own language and cultural characteristics of his personality. All these factors 
significantly complicate the processes of his training and education, socialization and adaptation. 
The most important problem of adaptation education is preservation of their ethnic culture through 
the education system, since education is one of the most obvious indicators of the level of people's 
culture. Of course, it is not the only thing that broadens the range of cultural perceptions and helps 
to overcome prejudice. Sociocultural adaptation is a complex process. Its complexity is explained 
by the fact that ethnic culture is an experience of the survival of an ethnic group. These and other 
problems are relevant for many regions and represent a new area of pedagogical research. In this 
regard, it becomes necessary to introduce a new model of interaction between participants in the 
educational process, which will operate during the period of adaptation of child morality. The 
adaptation process takes place at three levels: learning - increasing the level of mastery of a second 
language (how oral and written), overcoming the lag in mastering the traditional subjects of the 
school cycle;

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