Abstract
The article considers an axiological approach to teaching a foreign language in the Kazakh educational context, aimed at integrating educational values into the language learning process. This study identifies specific aspects of the application of the axiological approach to teaching foreign languages in the Kazakh context and reveals its potential to improve value-based language education in a multilingual environment. The authors underline that learning a language is not only a cognitive process, but also an activity mediated by values, which forms the worldview and cultural consciousness of students. The article is based on a theoretical analysis of scientific literature and is a comparison of existing research on values-based education. Special attention is paid to the role of the teacher as an intermediary in the formation of values and intercultural dialogue. The article notes that practical models for the implementation of the axiological approach in teaching foreign languages are still insufficiently developed, especially in the context of the multilingual and multicultural environment of Kazakhstan. In addition, the article emphasises that the inclusion of axiological elements in pedagogical practice can contribute to the personal development of secondary school students, deepen cultural understanding and improve the effectiveness of teaching foreign languages. Thus, the literature review also demonstrates that the axiological approach effectively promotes the introduction of values in teaching foreign languages.