The process of learning a foreign language is deeply intertwined with cultural exposure, enabling learners to develop a stronger connection with the language and its speakers. While widely spoken languages such as English, French, and German are often acquired for economic and professional reasons, less commonly studied languages like Kazakh are typically pursued for their cultural significance. Between 2005 and 2014, 73% of empirical studies on foreign language teaching focused on English, while only 27% examined other languages (Mendoza & Phung, 2019). This imbalance underscores the need for further research into effective methodologies for teaching languages with smaller global learner populations, such as Kazakh.

The teaching of Kazakh as a foreign language is a relatively recent development, shaped by Kazakhstan’s evolving language education policies over the past three decades. Due to historical and political factors, the Kazakh language was marginalized during the period of Russian rule, and Russian remained dominant in many spheres. As a result, methodologies and instructional materials for Kazakh are still developing. Despite growing interest in learning Kazakh, existing teaching materials often lack meaningful cultural integration, limiting engagement and retention. This study emerged from the observation that place names, which carry historical and cultural significance, remain underutilized in language instruction. Recognizing their potential as a pedagogical tool, this research explores how toponyms can enhance linguistic and cultural learning.

This research is guided by the following questions:

• How can toponyms serve as a methodological tool for teaching Kazakh as a foreign language?
• In what ways can toponyms foster cultural understanding and engagement among learners?

Language is more than a means of communication; it carries cultural identity and historical memory. The Common European Framework of Reference for Languages (CEFR) emphasizes socio-cultural competence as a key component of language acquisition. Additionally, studies in second language learning suggest that incorporating cultural elements enhances retention and engagement (Chuandai, 2024). Research indicates that in many contexts, such as among Thai students, motivation to learn lesser-known languages stems from an interest in cultural heritage (Luoling & Aphiwit, 2024). In the case of Kazakh, toponyms function as cultural artifacts, reflecting the country’s nomadic heritage, historical events, and geographic knowledge. Integrating them into language instruction provides learners with more than just vocabulary—it offers insight into the worldview of Kazakh speakers.

One of the challenges in teaching Kazakh as a foreign language is the continued dominance of Russian, which competes for linguistic space. Additionally, existing Kazakh language curricula often lack sufficient cultural integration, which may limit their appeal to international learners. To address this, the study proposes the use of toponymic legends, interactive exercises with city maps, and storytelling techniques to enhance engagement and cultural immersion. Similar approaches, leveraging cultural references, have been shown to develop symbolic competence in other language-learning contexts (Kramsch & Whiteside, 2008).

Empirical data indicates that 47% of foreign learners study Kazakh due to an interest in Kazakh culture, while 40% are linguistics students exploring Turkic languages. However, despite this cultural motivation, current teaching materials underutilize Kazakhstan’s rich cultural resources, including toponyms. Street names in cities such as Astana serve as historical markers, providing learners with contextualized vocabulary and cultural knowledge. By examining how place names and their associated narratives can be integrated into instructional materials, this study aims to contribute to the development of culturally enriched curricula for Kazakh as a foreign language.

The findings will have practical implications for curriculum designers, educators, and policymakers seeking to enhance the international appeal of Kazakh language programs. Ultimately, this research advocates for a more holistic approach to language education—one that moves beyond grammar and vocabulary to foster deep cultural engagement through toponymic studies.

This study employed a mixed-methods approach, combining a literature review, textbook analysis, and a survey with thematic interviews to explore the role of toponyms in teaching Kazakh as a foreign language. Literature Review The research began with a comprehensive review of scholarly works on the cognitive, functional, and cultural roles of toponyms in language education. While toponyms are recognized as carriers of historical and cultural meaning, their integration into foreign language instruction remains underexplored. Among relevant works, Martynenko (2022) examined digital methods for teaching toponymy, Kuznetsov (2024) analyzed methodological challenges in using toponyms in Russian language instruction, and Chumarova (2019) contributed insights on toponymic pedagogy. In the Kazakh context, Alimkhan (2022) emphasized toponyms as a tool for fostering linguistic and cultural competence. These studies helped identify gaps in existing methodologies and informed the present research. Textbook Analysis To assess the presence and pedagogical use of toponyms, A1–B2 level textbooks from the Universal Textbook for the Kazakh Diaspora Abroad were analyzed. These textbooks were chosen because they are among the most recent resources aligned with CEFR standards, reflecting contemporary approaches to Kazakh language teaching. Since no standardized framework exists for analyzing toponyms in Kazakh textbooks, I employed a manual quantitative coding approach. This involved systematically counting occurrences of different types of toponyms, including city names, street names, and touristic place names at each proficiency level. The analysis helped determine how cultural elements are integrated—or overlooked—in instructional materials. Survey and Thematic Interviews A survey was conducted with 29 foreign learners of Kazakh, recruited via social networks. Participants included linguistics students from foreign universities and teachers in Kazakhstan. The survey used open-ended questions to explore learners’ motivations for studying Kazakh and their familiarity with Kazakh toponyms. To gain deeper insights, I conducted semi-structured interviews with selected participants. Responses were analyzed using thematic coding, identifying recurring themes such as cultural motivation, linguistic interest, and prior exposure to Kazakh toponyms. One key finding was that learners associated toponyms with a deeper cultural connection, seeing them as an authentic entry point into the language. By integrating textbook analysis, survey data, and thematic interviews, this study provides a nuanced understanding of how toponyms can enhance both linguistic proficiency and cultural engagement in Kazakh language education.

The analysis of A1 to B2-level textbooks revealed a declining presence of Kazakh toponyms as proficiency increases. The A1 textbook contained 59 toponyms, primarily city names and landmarks, but most were listed without contextual explanations. Only a few locations, such as Astana, Almaty, Borovoe, and the National Museum, were accompanied by descriptive texts. At the A2 level (31 toponyms), cultural references expanded, particularly for Nur-Sultan, Turkestan, and Borovoe, providing more insight into Kazakhstan’s geography and heritage. The B1 textbook (29 toponyms) introduced culturally significant locations such as Ungirtas and Ulikol, incorporating historical narratives that enhance learner engagement. However, at B2 level, Kazakh toponyms became less frequent, with only a few major cities included. Instead, the focus shifted toward international locations, reflecting a transition toward globalized content and cross-cultural comparisons. This shift suggests that as learners reach higher proficiency, textbooks prioritize broader international references rather than deepening cultural immersion in Kazakh geography. Survey responses highlighted a strong interest in the cultural and historical significance of toponyms, particularly among A2 and B1 learners. Many respondents expressed a desire to learn about the origins, meanings, and legends associated with Kazakh place names, viewing them as an authentic entry point into the language. However, a notable challenge identified was the lack of comprehensive resources that integrate toponyms into language instruction. To address this gap, a set of interactive learning tasks was developed based on gaps identified in the textbooks and survey feedback. These pedagogical strategies, including virtual tours, city map-based exercises, storytelling, and research on historical place names, aim to bridge the cultural knowledge gap while reinforcing linguistic competence. By integrating these methods, Kazakh language instruction can go beyond vocabulary acquisition to foster deep cultural engagement and cognitive immersion, making language learning more meaningful and effective.

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