Аңдатпа. Мақалада «Функционалдық сауаттылықты орта мектептің жоғары сыныптарында ағылшын тілі сабақтарында дамыту» тақырыбы қарастырылады. Зерттеудің мақсаты – ағылшын тілін оқыту процесінде функционалдық сауаттылықты қалыптастырудың әдістері мен тәсілдерін талдау. Жұмыста отандық және шетелдік ғалымдардың еңбектеріне сүйеніледі [1; 2; 4; 5]. Негізгі әдістер – теориялық талдау, педагогикалық тәжірибені жинақтау, мысалдар келтіру. Нәтижесінде ағылшын тілі сабақтары оқушылардың оқу, математикалық, жаратылыстану, қаржылық сауаттылығын және жаһандық құзыреттілігін дамытуға болатындығы көрсетілген. Қорытындыда ағылшын тілін меңгеру функционалдық сауаттылықтың құрамдас бөліктерін интеграциялауға ықпал ететіндігі дәлелденеді. Формулалар қолданылмаған.

Аннотация. Статья посвящена теме «Развитие функциональной грамотности на уроках английского языка в старших классах». Цель исследования – анализ методов и приемов формирования функциональной грамотности в процессе обучения английскому языку. Работа опирается на труды отечественных и зарубежных ученых [1; 2; 4; 5]. Основные методы – теоретический анализ, обобщение педагогического опыта, приведение примеров. В результате показано, что уроки английского языка позволяют развивать читательскую, математическую, естественнонаучную, финансовую грамотность и глобальные компетенции учащихся. В заключении доказывается, что овладение английским языком способствует интеграции компонентов функциональной грамотности. Формулы не использовались.

Abstract. The article addresses the topic "Developing Functional Literacy in English Lessons in Upper Secondary School". The purpose of the study is to analyze methods and techniques for forming functional literacy in the process of teaching English. The work draws on the research of domestic and foreign scholars [1; 2; 4; 5]. The main methods include theoretical analysis, synthesis of pedagogical experience, and case studies. The results show that English lessons can develop students' reading, mathematical, scientific, financial literacy and global competence. The conclusion proves that mastering English facilitates the integration of functional literacy components. No formulas are used.

Introduction. In the modern educational paradigm, the concept of functional literacy has acquired key importance. Unlike traditional literacy as the ability to read and write, functional literacy implies an individual’s capacity to apply knowledge and skills in real-life situations to solve a wide range of problems. International comparative studies such as PISA (Programme for International Student Assessment) have shown that a significant number of 15-year-old students lack the ability to use acquired knowledge in practical contexts [4, p. 12]. This problem is particularly acute in upper secondary school, where students prepare for independent life and professional activity. Teaching English as a foreign language opens up unique opportunities for the development of functional literacy: authentic materials, project-based learning, and integration with other subjects allow students to simultaneously master the language and learn to apply it as a tool for cognition and communication. The relevance of the topic is also determined by the requirements of the Federal State Educational Standard (FSES) for secondary general education, which focus on the formation of universal learning actions and meta-subject results. This article aims to analyze effective methods for developing functional literacy in English lessons in upper secondary school and to propose specific pedagogical techniques based on domestic and international experience.

Main Part. The concept of functional literacy was introduced into pedagogical science by A.A. Leontiev, who defined it as "a person's ability to use reading and writing skills in conditions of interaction with society" [1, c. 34]. Subsequently, the structure of functional literacy was expanded. According to the OECD (Organisation for Economic Co-operation and Development) methodology, it includes reading literacy (the ability to understand and use written texts), mathematical literacy (the ability to apply mathematical knowledge in practice), scientific literacy (the ability to explain natural phenomena based on scientific evidence), financial literacy (the ability to make informed financial decisions), as well as global competence and creative thinking [4, p. 8]. In the context of teaching English as a foreign language, all these components can be purposefully developed, provided that appropriate content and methods are selected.

One of the leading methods is work with authentic texts. In upper secondary school, students are offered newspaper articles, blog posts, infographics, instructions, advertisements, and excerpts from scientific journals in English. For example, when studying the topic "Ecology", students do not just translate text but analyze statistical data on climate change (mathematical literacy), discuss the causes and consequences of environmental problems (scientific literacy), and propose measures to reduce the carbon footprint (global competence). Such tasks are built on critical thinking techniques: “Thick and thin questions,” “Cluster,” “Fishbone,” “Insert”. According to E.N. Ivanova, systematic use of these techniques increases the depth of text comprehension and forms the ability to separate facts from opinions [7, c. 48].

Another important area is project-based learning. In the practice of teaching English, projects on the creation of a personal budget in English, business planning, analysis of consumer baskets in different countries (financial literacy), modeling of scientific experiments with their description in English (scientific literacy), and comparative analysis of cultural phenomena (global competence) are common. Working on a project involves searching, analyzing, and presenting information, which corresponds to the meta-subject results of FSES. The CLIL (Content and Language Integrated Learning) methodology also deserves special attention. This approach integrates subject content and foreign language. For example, when studying mathematics in English, students master not only terminology but also learn to solve applied problems, draw up graphs and charts, and interpret them. J. Cummins notes that bilingual learning enhances cognitive flexibility and contributes to the development of higher-order thinking skills [5, p. 78].

The development of reading literacy is given a key role in the structure of functional literacy. For English lessons in upper secondary school, tasks are recommended that are aimed at searching and interpreting information, synthesizing messages from several texts, and evaluating the reliability of sources. For example, when preparing for a debate on the topic "Pros and cons of social media", students study several texts with opposite points of view, draw up a table of arguments, formulate their own position, and present it in English. At the same time, teachers use the method of "reading with stops" to predict content, as well as techniques for developing critical literacy: detection of logical errors, identification of hidden advertising, analysis of the author's intention. These techniques are described in the works of N.D. Galskova and N.I. Gez, who emphasize the need to integrate receptive and productive types of speech activity [2, c. 205].

No less important is the formation of global competence as a component of functional literacy. According to the PISA definition, global competence is the ability to analyze global and intercultural issues, understand and appreciate different worldviews, interact effectively and respectfully with people from different cultures, and take action for sustainable development and collective well-being [4, p. 34]. In English lessons, global competence is developed through the discussion of topics such as migration, human rights, cultural diversity, and technological progress. Students watch videos, read stories of people from different countries, participate in teleconferences and online projects with peers from other cultures, and learn to interpret events from the perspective of different participants. D. Graddol emphasizes that English is becoming the language of global communication, and its study should be based on real contexts of intercultural interaction [6, p. 45]. These contexts serve as natural material for the development of functional literacy.

When working with students in upper secondary school, it is important to consider their specialization. For humanitarian classes, emphasis is placed on reading literacy and global competence: analysis of literary texts, articles on social issues, writing essays. For science and mathematics classes, priority is given to scientific and mathematical literacy: reading diagrams, graphs, chemical formulas in English, solving applied problems with economic content. Vocational guidance also plays a role: students get acquainted with professional materials in English (job descriptions, technical instructions, business correspondence), which contributes to the development of professional literacy as part of functional literacy.

The effectiveness of the described methods is confirmed by both Russian and foreign studies. S.G. Ter-Minasova notes that language teaching focused on real communication and practical tasks significantly increases students' motivation and their readiness to use the language outside the classroom [3, c. 112]. An analysis of the results of experimental work conducted in a number of Russian schools shows that systematic use of tasks for the development of functional literacy in English lessons increases the success of students in performing PISA-type tasks by 15–20% [7, c. 50]. Nevertheless, teachers face objective difficulties: a lack of methodological developments, limited time to master the program, and insufficiently developed criteria for evaluating meta-subject results. These problems require further scientific and practical research.

Conclusion. The development of functional literacy in English lessons in upper secondary school is an urgent and complex pedagogical task. The analysis shows that authentic materials, project-based activities, the CLIL methodology, and tasks aimed at the integrated application of reading, mathematical, scientific, and financial literacy make it possible to effectively form the ability to solve real-life problems in English. The use of critical thinking techniques and international approaches (such as PISA tasks) contributes to the development of meta-subject results and prepares graduates for professional and social activities in a multilingual world. At the same time, the success of this work depends on systematic training, the professional competence of the teacher, and the availability of appropriate educational resources. The prospects for further research include the development of a system for monitoring functional literacy in language lessons, the creation of specialized teaching aids, and the organization of advanced training courses for teachers. The recommendations presented in the article can be used in the practical activities of English teachers in secondary schools.

Заключение. Особое внимание следует уделить использованию цифровых инструментов и онлайн-ресурсов для развития функциональной грамотности. На уроках английского языка в старших классах эффективно применение таких платформ, как Quizlet (создание интерактивных карточек для изучения терминологии из разных предметных областей), Clever Quizzes (проведение опросов и викторин на понимание функциональных текстов), Google Forms (создание заданий с автоматической проверкой по математической и финансовой грамотности). Например, учащимся предлагается пройти онлайн-квест, в котором нужно забронировать гостиницу на английском языке, рассчитать бюджет поездки с учётом курса валют, прочитать отзывы других путешественников и принять решение. Такие задания моделируют реальные жизненные ситуации и требуют интеграции языковых и метапредметных умений. Как отмечает Т.Ю. Тамбовкина, регулярное использование цифровых симуляций повышает готовность школьников к самостоятельным действиям в нестандартных обстоятельствах.

Важным резервом для формирования функциональной грамотности является межпредметная интеграция на основе английского языка. В старших классах целесообразно проводить бинарные уроки (английский язык + история, английский язык + география, английский язык + экономика). Например, при изучении темы «Великие географические открытия» на английском языке учащиеся не только осваивают лексику, но и анализируют карты маршрутов, вычисляют расстояния (математическая грамотность), объясняют причины цинги и способы её предотвращения (естественнонаучная грамотность), а также оценивают последствия колониализма для коренных народов (глобальная компетенция). Такой подход реализуется в рамках программы “English across the Curriculum”, широко распространённой в школах Европы и Азии. Опыт внедрения подобных занятий в российских лицеях показывает, что учащиеся начинают воспринимать английский не как самоцель, а как инструмент познания других дисциплин, что напрямую соответствует сути функциональной грамотности.

Не менее значимым является использование аутентичных оценочных материалов, аналогичных заданиям международного исследования PISA. Учитель может адаптировать для урока английского языка тексты и задачи из открытого банка заданий PISA, переведя условие на английский язык или сохранив оригинальные англоязычные варианты (для стран-участниц, где тестирование проводится на национальном языке, но существуют и английские версии). Например, задание по чтению: «Прочитайте график изменения средней температуры в трёх городах за 50 лет. Объясните, какой город наиболее уязвим к последствиям глобального потепления, и предложите два адаптационных решения на английском языке». Такие задания требуют не простого воспроизведения лексики, а осмысленного использования языка в познавательной и практической деятельности. По данным Е.А. Колесниковой, систематическое включение PISA-подобных задач в курс английского языка повышает успешность выполнения учащимися международных сравнительных исследований в среднем на 12–17%.

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