The problem of ethno–pedagogical readiness of future teachers is conditioned by the most important principle of state policy in the field of education - the protection and development of national cultures, regional cultural traditions and peculiarities in a multinational state. Ethno-pedagogical training of future teachers, as the most essential part of professional training, is a continuous controlled process that orients students to national values, the formation of a holistic view of the ethnic culture of their people, the theory and methodology of ethno-cultural education and education, which ensures the implementation of an ethno-cultural approach in future professional pedagogical activity. The professional training of the future teacher is successfully carried out on the basis of the principle of cross-cutting ethnic and ethnopedagogical activities of a diverse nature (educational, extracurricular, search, pedagogical practice, etc.), in the process of which the issues of students' attitude to national culture, the expansion of ethnopedagogical knowledge, the development of worldview, ethnic identity, behavior, tolerance, as well as mastery are effectively solved. the skills of using ethnopedagogical material in the educational process of the school, as a necessary component of a teacher's professional activity. In the process of ethnopedagogical training, students were offered the course "Ethnopedagogics", the purpose of which was the assimilation by future teachers of foreign languages of ethnic culture and pedagogical heritage of the people, the formation of the readiness of future teachers for their effective use in the educational process of the school. Course objectives: mastering the essence, goals, objectives of ethnopedagogy; acquaintance with the history of development, goals, objectives, features, educational opportunities of folk pedagogy; acquaintance with the ethnopedagogical ideas of Kazakh thinkers, zhyrshy-zhyrau, received in their creative legacies; disclosure of the pedagogical significance of the progressive experience of raising children in folk pedagogy; awareness of the need for their use in the practice of modern education; formation of the future teacher of foreign languages, the ability to creatively use them in the educational process of educational systems.