Abstract
The article re-evaluates the scientific-pedagogical heritage and methodological conception of Telzhan Shonanuly, a prominent representative of the Alash movement and a linguist-scholar, from the perspective of modern educational paradigms of independent Kazakhstan. The research aims to define the scholar’s role in forming the scientific foundations of teaching the Kazakh language both as a mother tongue and as a second language. The core idea of the work is based on a comprehensive disclosure of the functional, practical, and anti-colonial directions in T. Shonanuly’s works «Language Development» (Til damytu) and «On the Method of Teaching the Kazakh Language to Russians» (Orystarga qazaq tilin uiretu adisi jaiynda). In the course of the research, methods of systematicity, historical analysis, comparative-contrastive (comparativist) analysis, and linguodidactic modeling were applied to examine the system of exercises and phonological oppositions in the scholar’s textbooks. The scientific significance of the study is determined by systematizing the development regularities of Kazakh linguodidactics and historiography in the 1920s and 1930s. The practical value of the article is high, as the proposed conclusions and linguodidactic models can be directly utilized as an applied resource in developing modern school textbooks, teacher professional development courses, and special seminars in higher education institutions.