Abstract
Language serves as a crucial intergenerational translator of cultural information, encapsulating the spiritual, cultural, historical, and material development of a nation. Consequently, learning a language—especially as a non-native or second language—profoundly contributes to the development of students' sociocultural competence (SC). SC is vital for personal growth and social adaptation. A quantitative and qualitative content analysis of the Model Curriculum for the "Russian Language and Literature" subject for 5th-grade students in Kazakh-teaching schools reflects the current state of SC and its components. This analysis reveals that the curriculum's learning objectives, lesson topics, and the artistic works studied primarily focus on developing the linguistic aspect of SC. To align the educational process with modern societal demands, it is essential to enhance the pragmatic, ethical, aesthetic, and country studies components of SC within the curriculum's learning objectives.