Peace Corps - Kazakh Language Course
We made using the Peace Corps - Kazakh Language Course material easier to use and more effective. You can now read the ebook (in the pane on the left), listen to the audio (pane to the right) and practice your pronunciation (use on the Pronunciation Tool tab on right) all at the same time.
The Peace Corps - Kazakh Language Course material can be used both as a self-guided course or with the assistance of a qualified Kazakh tutor.NOTE: Some of these ebooks are quite large and may take a minute to fully load.
NOTE: To read the file, listen to the audios and use the pronunciation tab on your computer or device you need to have a PDF reader and a modern browser.
If you have the missing audios for this course please contact firstname.lastname@example.org so we can make them available to everybody.
This book is intended to be used in a competency-based language training program. A competency-based approach to language training is one which focuses on the specific tasks that learners will need to accomplish through language. This approach focuses not only on language, but also on the cultural context and purpose of the communication. Some competencies are closely tied to work tasks, such as reporting an absence, explaining a 2rocedure, or making an appointment with a supervisor.
Others reflect basic survival needs like buying food, handling emergencies, and using local transportation. Still other competencies are part of ordinary social transactions, such as discussing home and family, requesting clarification, or expressing likes and dislikes. The competencies included in this book are those which we anticipate Peace Corps Volunteers will need most during their initial months in the country.
The competency-based approach is particularly well-suited to adult learners, who bring many advantages to the language classroom. First, they are experienced learners whose cognitive skills are fully developed. This means they can make generalizations, understand semantic and syntactic relationships and integrate the new language into their already developed first language. Second, adult learners are self-directed and independent. They have strong feelings about how and what they need to learn, and they take responsibility for that learning. Finally, adult learnersespecially Peace Corps Volunteersare highly motivated. They understand the importance of being able to communicate in the new language in this new endeavor they have undertaken.
The competency-based approach takes advantage of these strengths that adults have as language learners. First, it is designed to be relevant. Because lessons are based directly on the needs of the learner, there should be no doubi as to their usefulness. Those which are not relevant should be omitted, and any essential competencies which have been overlooked should be added. (It is expected that further needs assessments will be conducted in order to plan revisions to this text). Second, basing instruction on competencies means that goals are clear and concrete. The learners know what success will look like from the start and can assess their own progress toward mastery of the competencies. Third, competency-based language programs are flexible in terms of time, learning style, and instructional techniques. There is no need to linger over a lesson once mastery of a competency has been demonstrated and, within program constraints, extra time can be devoted to more difficult competencies. Lessons canand shouldbe taught through a variety of
techniques, since different learners benefit from different kinds of approaches. And there is always room for experimenting with new methods, combining them with more familiar ones.
It is hoped that, with the help of trained Peace Corps language instructors, this book will provide the basis for interesting, relevant language instruction which will enable new Peace Corps Volunteers to function effectively in their new surroundings and to begin the process of continuing their language learning throughout their time of service.
PROGRAMS THAT USED THIS LANGUAGE
Kazakhstan: 1993-2011; Currently Suspended
Kazakhstan: Community Development, Education, Health and HIV/AIDS, Youth Development
Kazakh is a Turkic language which belongs to the Kipchak (or Western Turkic) branch of the Turkic languages, closely related to Nogai and Karakalpak. The Kazakh language has its speakers (mainly Kazakhs) spread over a vast territory from the Tian Shan mountains to the western shore of Caspian Sea. Kazakh is the official state language of Kazakhstan, in which nearly 10 million speakers are reported to live. More than a million speakers reside in China's Xinjiang Uyghur Autonomous Region, where Ili Kazakh Autonomous Prefecture is situated, the only Kazakh autonomous prefecture of the People's Republic of China. The 2002 Russian Census reported 560,000 Kazakh speakers in Russia. Other sizable populations of Kazakh speakers live in Mongolia (fewer than 200,000). Large numbers exist elsewhere in Central Asia (mostly in Uzbekistan) and other parts of former Soviet Union, and in Afghanistan, Iran, Turkey and other countries. There are also some Kazakh speakers in Germany who immigrated from Turkey in the 1970s.?
Kazakh is spoken in: Kazakhistan
Kazakh is also called: Gazaqi, Hazake, Kaisak, Kazak, Kazakhi, Kazax, Kosach, Qazaq, Qazaqi