Аннотация
Trilingual education in Kazakhstan aims to enhance linguistic diversity and prepare students for global competitiveness. Effective classroom management in trilingual settings involves balancing students’ foreign (English) language proficiency and acquisition. Teachers strive to provide equal opportunities for active engagement among students and encourage collaboration in group work and peer interactions. Classroom learning serves as a foundation for acquiring students` subject-specific terminology. This article considers the problem of planning, preparation, and variability of the classroom learning of the subjects taught in English (ESP) as an aspect of the linguodidactic approach to the formation of the terminological vocabulary of the pre-professional level students. This paper presents theoretical components and practical research observations in the modernization of teaching in foreign (English) languages. The purpose of the study is to identify the advantages and disadvantages of the classroom learning organization in the framework of teaching new terminology in secondary schools, as well as to determine the attitude of teachers and students to the studying process in the target language (English). The study uses methods of observation, monitoring, and comparative analysis, as well as literary analysis of Foreign Language and ESP methodology of teaching. The article provides essential recommendations for teaching terminological vocabulary to improve the quality of the classroom management of the English language and subjects taught in English.