Abstract
This article presents a meta-analysis of scientific studies devoted to the cognitive and methodological aspects of early English language acquisition among preschool and early primary school children. The aim of the study is to identify similarities and differences between international and Kazakhstani research in this field. Empirical data from publications dated 2013–2024 were analyzed, with a focus on the impact of early language learning on cognitive development, as well as the methodologies and pedagogical conditions applied.
International studies highlight that early English language acquisition positively affects the development of memory, executive functions, abstract thinking, and academic skills in children. The best results are observed when structured lessons, language-rich environments, and active parental involvement are present. The Kazakhstani experience emphasizes the importance of integrating English into trilingual education, while also revealing challenges such as a shortage of qualified teachers and the need to adapt methods to a multilingual context. Special attention is given to student motivation, teacher professional competence, and the use of interactive teaching formats.
Comparative analysis shows that both international and Kazakhstani practices share common trends such as the importance of early language exposure, supportive environments, and individualized approaches. However, the Kazakhstani context presents unique challenges, including the effects of multilingualism, the emergence of language hybrids (e.g., “Kazenglish”), and the need for further research to enhance the effectiveness of early English language education. The study’s findings may be useful for improving educational programs and developing new pedagogical strategies in multilingual societies.