Bakdauletova Kundyz
Department of Education of Abai Region
KSU «Special School-Boarding No. 3 for Students with Visual Impairments»
Teacher of English
Introduction
In modern education, the concept of quality learning extends far beyond mastering academic content. The 21st century requires individuals who are emotionally intelligent, socially responsible, and capable of effective communication. The elective course «Integrating Soft Skills into English Language Learning» for Grades 5–6 addresses this challenge by integrating soft skills—communication, collaboration, empathy, and critical thinking—into English language education.
The course has been successfully piloted for two academic years (2023–2025) at the State Special School-Boarding №3 for Students with Visual Impairments under the Department of Education of the Abai Region. The results of this two-year school-based approbation demonstrate that soft skills integration is highly effective not only for mainstream education but also for inclusive environments, where students require adapted and multisensory learning approaches.
Course Goals and Educational Value
The main aim of the program is to support the holistic development of learners by combining language competence with social and emotional growth. Through carefully designed modules, the course focuses on:
- developing communication competence through real-life dialogues and collaborative tasks;
• building empathy and cooperation among students with diverse abilities;
• nurturing self-confidence and independence in language learning;
• encouraging creative and critical thinking as tools for problem-solving.
In inclusive classrooms, English becomes more than a subject—it serves as a bridge for emotional connection, confidence, and self-expression. For students with visual impairments, the course emphasizes multisensory materials (audio-based activities, tactile aids, peer interaction), which enhance engagement and accessibility.
Methodology and Innovation
The methodology of this elective is grounded in student-centered and inclusive pedagogy. Key approaches include:
- Communicative and task-based learning – students practice authentic dialogues (e.g., giving advice, teamwork, phone conversations).
• Gamification – lessons incorporate creative competitions and problem-solving games to maintain motivation.
• Peer learning – visually impaired learners work in mixed groups, promoting mutual support and leadership.
• Reflective practice – each module ends with reflection through journals, learning diaries, and self-assessment cards.
A unique innovation of this program is its adaptation for students with special educational needs (SEN). Activities are visually simplified, rely on auditory instructions, and include tactile tools to make communication-based learning equitable. For example, in «Active Listening» tasks, learners identify tone and emotion through voice rather than image; in «Teamwork» projects, they use verbal coordination and physical interaction.
Results of Two-Year Approbation
During the 2023–2024 and 2024–2025 academic years, the course underwent comprehensive school approbation at the “№3 Special School-Boarding for Students with Visual Impairments.” Diagnostics included entrance, mid-term, and final assessments focusing on three main indicators:
Communicative competence and speech fluency;
2. Collaborative and emotional interaction;
3. Confidence and independence in public speaking.
Results showed consistent improvement across all criteria:
• The number of students who could confidently express opinions in English increased from 42% to 81%;
• Team collaboration skills rose from 56% to 87%;
• Learners demonstrated improved empathy, listening, and emotional regulation.
Teachers observed that even students with moderate visual challenges began taking initiative in discussions and group leadership, a sign of growing soft skills maturity.
Educational Impact and Conclusion
The “Integrating Soft Skills into English Language Learning” program has proven its relevance and sustainability for inclusive schools. It demonstrates that foreign language education, when aligned with emotional and social learning, can nurture both academic and humanistic growth.
The success of this two-year pilot in a special school setting confirms that soft skills can be effectively cultivated through language learning, regardless of physical limitations. Moreover, it supports the implementation of Kazakhstan’s national educational priorities — inclusivity, competence-based learning, and lifelong learning.
In conclusion, this course exemplifies how English lessons can become a space for empathy, leadership, and self-expression, fostering truly holistic education for all learners.