Application of information technologies in the development of the state language policy in the context of tilingual conditions

Abstract

In accordance with the requirements of today, there is a predominance of the use of information and communication technologies (ICT) in all areas of education in the country and there is a positive attitude towards their widespread use in the educational process. Curricula for all specialties differ in their ways of transmitting and receiving information. In addition, the use of ICT in the classroom is the main task and requirement set out in the state education standard. It is not possible to make a comprehensive analysis of the use of ICT, as this area is wide. The role of language policy in the development of the country's policy and the announcement of changes in it is special.

The use of ICT in education has created a new model of teaching based on modern information technologies, which implements the education and training principles of modernization. Solving the issues as the introduction of ICT in trilingual education have been identified.

However, in order to use the continuous flow of information technology, the formulation of specific goals and objectives requires selection and systematization. In particular, it is necessary to consider the use of information development tools, which provide for the development of information and cognitive strategies in trilingual education. In this regard, a model of developing students' ICT competencies in a trilingual environment was proposed.