Understanding Trilingual Education Reform in Kazakhstan: Why Is It Stalled?

Karabassova, Laura

doi:10.1007/978-3-030-50127-3_3

Cited by 37 publications

(15 citation statements)

References 10 publications

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“…Kazakhstan's EMI adoption post-1999 the Bologna Statement (Kirkpatrick, 2014) aims for global educational competitiveness. This includes a trilingual education policy and EMI integration in universities (Karabassova, 2020a; Tajik et al ., 2022), despite the challenges in transitioning from Kazakh/Russian to English (Karabassova, 2020b, c; Oralova, 2012). The Bologna Declaration's recommendation in 2010 led to educational reforms (Sarmurzin et al ., 2021, 2022).…”

Section: Educational Contextmentioning

confidence: 99%

“…This growth aligns with the “Trinity of Languages” initiative, emphasizing English as a key language (Karabassova and San Isidro, 2023; Sarmurzin et al ., 2023). Karabassova (2020a) calls this “an ambitious national language-in-education policy” (p. 37). National language policies, including SPFDL (2011) and NPILP (2019), support this development.…”

Section: Educational Contextmentioning

confidence: 99%

“…Despite the growing body of research on EMI in Kazakhstan, there are deficiencies in existing literature. The existing body of research focuses primarily on EMI policies at the national level (Karabassova, 2020a;Kerimkulova et al, 2023) or on the implementation of EMI programs by specific institutions (Hajar et al, 2023;Tajik et al, 2021). Moreover, the current body of research primarily concentrates on major cities such as Astana and Almaty, with limited attention given to regional academic institutions.…”

Section: Literature Reviewmentioning

confidence: 99%

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“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

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PurposeAs a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.Design/methodology/approachQualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.FindingsFollowing an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.Originality/valueThe results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

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Section: Educational Contextmentioning

confidence: 99%

Section: Educational Contextmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

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“…Trilingual education is an ambitious national scheme to promote the use of three languages in Kazakhstan: Kazakh as the state language, Russian as the language of interethnic communication, and English as the language of integration into the global economy. While three languages are always taught as individual subjects in independent Kazakhstan, the trilingual education policy expresses a new approach that envisages teaching non-language curriculum subjects in three different languages (Karabassova, 2020).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Preparing future primary school teachers for trilingual teaching with Clil technology

Kydyrbayeva

Stambekova

et al. 2021

WJET

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The purpose of this research is to evaluate the readiness of future primary school teachers for trilingual teaching with CLIL technology. Qualitative research method was used in the study. A semi-structured interview form prepared by the researchers was used to collect the data. 160 teacher candidates studying at various universities in Kazakhstan in the 2020-2021 academic year participated in the research. As a result of the research, it was determined that the primary school teacher candidates' readiness for trilingual instruction with CLIL technology was insufficient. Research findings revealed the necessity of reorganizing the learning curricula in higher education programs in order for primary school teacher candidates to gain competence in the field of trilingual education with CLIL technology. Keywords: Content and Language Integrated Learning, CLIL technology, trilingual education, teacher competencies, teacher opinions

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“…In HE, this policy calls for adopting a “50:20:30” model, which recommends that 50% of subjects should be taught in Kazakh or Russian as L1, 20% in Russian or Kazakh as L2, and 30% in English as L3 (Irsaliyev et al, 2017). Some scholars argue that improving English-language proficiency has topped the educational agenda under the implementation of the trilingual policy in Kazakhstan (Karabassova, 2020). Kazakhstani education policymakers see EMI as a means of internationalization, improving the quality of education, and offsetting the lack of current research and teaching resources, especially in Kazakh.…”

Section: Introductionmentioning

confidence: 99%

Language Revitalization: Challenges for Kazakh in Higher Education

Kucherbayeva,

Smagulova

2023

Journal of Eurasian Studies

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This paper is an initial attempt to evaluate the challenges of promoting a new national language as a medium of instruction (MOI) in a post-socialist higher education (HE) context. In the case of Kazakhstan, the choice of MOI is perceived as a key tool to strengthen national identity and resist domination of Russian; in higher education sector language policies are constructed to foster cultural independence which translates into establishing Kazakh as a full-fledged medium of academia. Drawing on the historical-structural approach (Tollefson, 1991, 2013), we analyze the ideologies and practices of university students studying in Kazakh. Findings from audio-recorded interviews suggest that implementing Kazakh-medium instruction policies face numerous pragmatic and ideological challenges, such as a dearth of teaching and learning resources in Kazakh and lack of Kazakh-speaking faculty. This study contributes to scholarship on language revitalization in the context of tertiary education.

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Understanding Trilingual Education Reform in Kazakhstan: Why Is It Stalled?

Cited by 37 publications

References 10 publications

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Preparing future primary school teachers for trilingual teaching with Clil technology

Language Revitalization: Challenges for Kazakh in Higher Education

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