Abstract
The article examines the linguistic potential of the subcorpora of the National Corpus of the Kazakh Language in inclusive education and the linguistic foundations for their effective use in teaching Kazakh. The study is relevant because current digital education requires new ways of organizing language instruction on the basis of authentic language data‚ cultural semantics‚ spoken usage‚ and rapid digital feedback․ In inclusive settings‚ effective instruction depends on learning materials that are leveled‚ accessible‚ multimodal‚ and content‐rich․ The aim of the study is to identify the linguistic potential of teaching Kazakh through the National Corpus of the Kazakh Language and related digital resources․ For this purpose‚ the onomastic‚ cultural‐representative‚ and oral subcorpora were examined together with the National Lexical Fund of the Kazakh Language‚ the TBIJAZU intelligent text corrector‚ and the Paremiological Fund of the Kazakh Language․ The empirical basis of the study consists of textual‚ audiovisual‚ and card‐index data drawn from these platforms․ The theoretical framework is based on research in national corpus studies‚ corpus‐based language teaching‚ inclusive linguodidactics‚ and the integration of digital language resources into education․ The methods used include descriptive‚ contextual‚ and comparative analysis‚ as well as selection‚ classification‚ and linguistic‐methodological modeling․ The results show that the national corpus and digital resources make it possible to reveal word meaning in context‚ explain cultural codes‚ develop orthoepic and orthographic competence‚ improve writing‚ expand vocabulary‚ and adapt language material to learners’ needs․ The scientific significance of the study lies in proposing a data‐based and integrated model for teaching Kazakh in inclusive education․ Its practical value is connected with lesson design‚ the комплексive development of language skills‚ and the use of structured linguistic data for Kazakh‐language artificial intelligence systems․