Abstract
The article provides a scientifi c and methodological analysis of the content of curricula and textbooks on the subject «Russian language and literature» (grades 5-6, 8-9) in a school with the Kazakh language of instruction (L2). The issues of implementing the leading principles of communication, functionality, consistency, minimization in the updated content system are considered. These are the principles that defi ne the basic requirements, and subsequently infl uence the development of strategies and tactics for teaching a non-native or foreign language. The fi nal result of the training should be communication skills in Russian in accordance with the levels presented by the Common European Framework of Reference (CEFR) assessment system: grades 5-9 – A2-B1.The structure of the term «communicativeness» is complex, including linguistic, speech, pragmatic, ethno-cultural, etc. components. Therefore, a correct understanding of this term, and, consequently, a specifi c formulation of the goals and objectives of training will allow us to fi nd new ways and opportunities to improve the content of the school course of the Russian language (L2).
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