COMPETENCES OF FOREIGN LANGUAGE TEACHERS IN INCLUSIVE GROUPS OF THE “SILVER INSTITUTE” PROJECT

Abstract

Today, our country is experiencing positive changes in the field of education, particularly in inclusive education, and the demand for learning foreign languages is growing. Some need a foreign language for everyday communication, while others require it for work in their field or related areas. Therefore, the result of learning a foreign language should be acquired knowledge and competencies, the development of personality, independence, and creativity, and the ability to continue learning a foreign language at a higher level. 
This article is devoted to the issues of inclusive education in Kazakhstan. The article describes the participation of the authors in the project of implementing the "Long-life learning" program based on one of the country's universities to attract students of retirement age to acquire knowledge and skills of speaking English. The authors of the article set out to identify the competencies of the teacher required to work with students of this category. During the project, interviews and surveys were conducted among the project participants and their results were described. The analysis can help determine the key competencies of a teacher required for teaching foreign languages to elderly students, and the preparation of methodological foundations for the development of inclusive education.