Implementing Multilingual Education in Kazakhstan: Students’ Perceptions and Attitudes Towards the Status of English
DOI:
https://doi.org/10.17507/tpls.1408.04Keywords:
multilingual education, English, students’ perceptions, attitude, KazakhstanAbstract
The present study seeks to contribute to the ongoing discussion of multilingual education by showing how students understand the role of the English language in multilingual classrooms in the Expanding Circle context. It examines the perception and assessment of the status of English by university students in the context of the trilingual policy currently being implemented in Kazakhstan. The purpose of this study is to determine how the new language policy is implemented in university multilingual programs from the point of view of the functioning of English. The quantitative study utilizes a sociolinguistic questionnaire distributed between undergraduate students of multilingual programs offered by four major universities in the western area of Kazakhstan. The findings suggest that despite the increasing importance and prestige of studying English, it is not used on equal ground with the Kazakh and Russian languages, and its level of proficiency remains relatively low. The statistical analysis of the respondents’ answers allowed identifying gaps in the implementation of the language policy due to the lack of understanding of the specificity of multilingual education by both students and teachers.
References
Abduh, A., Rosmaladewi, R., & Andrew, M. (2023). Strategies of implementing multicultural education: Insights from bilingual educators. International Journal of Language Education, 7(2), 343-353. https://doi.org/10.26858/ijole.v7i2.48498
Agbo, S. A., Pak, N., Akbarov, A., Madiyeva, G., & Saurykov, Y. (2022). Global competitiveness myths and ideals: English language policy in universities in Kazakhstan. International Journal of Educational Reform, 0(0), 1-28. https://doi.org/10.1177/10567879221137572
Akynova, D., Agmanova, A., & Beisembayeva, Zh. (2021). Promotion of English in tertiary education in Kazakhstan. Proceedings of the 8th International Conference on Education and Education of Social Sciences (SOCIOINT 2021), pp. 34-41.
Aleshinskaya, E. V. (2023). Rhetorical structure of research paper introductions in computer science: A comparative analysis. Research Result. Theoretical and Applied Linguistics, 9(3), 53-64. https://doi.org/10.18413/2313-8912-2023-9-3-0-4
Aubakirova, B., Mandel, K. M., & Benkei-Kovács, B. (2019). Multilingual education in Kazakhstan and model of multilingual education in the European context. PedActa, 9(2), 25-36. https://doi.org/10.24193/PedActa.9.2.3
Azimbayeva, Zh. A. (2016). On formation of language identity in multilingual educational environment of Kazakhstan. Bulletin of Tomsk State Pedagogical University, 172(7), 86-91.
Baa, S., Maghfirah, N., & Borland, H. (2023). The implementation of English medium instruction (EMI) at the public secondary schools in South Sulawesi Indonesia: Students’ voices. International Journal of Language Education, 7(3), 481-493. https://doi.org/10.26858/ijole.v7i3.43567
Brutt-Griffler, J. (2017). English in the multilingual classroom: Implications for research, policy and practice. PSU Research Review, 1(3), 216-228. https://doi.org/10.1108/PRR-10-2017-0042
Burner, T., & Carlsen, Ch. (2023). Teachers’ multilingual beliefs and practices in English classes: A scoping review. Review of Education, 11(2), e3407. https://doi.org/10.1002/rev3.3407
Delovarova, Kh., & Gaipov, D. (2019). The ways of implementation of the trilingual policy of Kazakhstan in the process of education. Bulletin of Kazakh National Women’s Pedagogical University, 80(4), 147-153.
Djuraeva, M. (2022). Multilingualism, nation branding, and the ownership of English in Kazakhstan and Uzbekistan. World Englishes, 41(1), 92-103. https://doi.org/10.1111/weng.12557
Duarte, J. (2022). The implementation of plurilingual language policies in higher education – the perspective of language learning students. Language Learning in Higher Education, 12(2), 367-389. https://doi.org/10.1515/cercles-2022-2058
Education First. (2023). English Proficiency Index 2021. Retrieved January 30, 2024 from https://www.ef.com/wwen/epi/regions/asia/kazakhstan/
Gómez-Parra, M.-E., & Abdiyeva, A. (2022). Trilingual education in Kazakhstan: A qualitative study. Revista de Humanidades, 45, 31-53.
Gritsenko, E., & Aleshinskaya, E. (2015). Translanguaging in music: Conceptualizing modes of interaction in global contact zones. Voprosy Kognitivnoy Lingvistiki, 4, 73-80.
Gritsenko, E., & Aleshinskaya, E. (2023). English in Russian musical reviews. World Englishes, 42(2), 214-229. https://doi.org/10.1111/weng.12528
Kachru, B. B. (1986). The alchemy of English: The spread, functions, and models of non-native Englishes. Pergamon Institute of English.
Karabassova, L. (2021). English-medium education reform in Kazakhstan: Comparative study of educational change across two contexts in one country. Current Issues in Language Planning, 22(5), 553-573. https://doi.org/10.1080/14664208.2021.1884436
Kurmanova, B. Zh., Utegenova, A., Sultaniyazova, I. S., Khassanov, G. K., Almagambetova, N., & Abdigazi, S. Kh. (2023). Multilingual practices in the students’ microcommunity. International Journal of Society, Culture & Language, 11(1), 146-159. https://doi.org/10.22034/ijscl.2022.1978443.2862
Meyerhöffer, N., & Dreesmann, D. C. (2019). The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes. International Journal of Science Education, 41(1), 1-20. https://doi.org/10.1080/09500693.2018.1529446
Mikhailova, T., & Duisekova, K. (2020). Implementation of trilingual education in Kazakhstan: Review of peculiarities and difficulties. Palarch’s Journal of Archaeology of Egypt/Egyptology, 17(8), 814-824.
Moorhouse, B. L., & Wan, Y. (2023). Students’ experiences of English-medium instruction at the postgraduate level: Challenges and sustainable support for success. Sustainability, 15(4), 3243. https://doi.org/10.3390/su15043243
Nhongo, R., & Siziba, L. P. (2022). Instruction through translanguaging in triglossic classroom contexts of Midlands Province in Zimbabwe. 3L: Language, Linguistics, Literature. The Southeast Asian Journal of English Language Studies, 28(4), 95-109. http://doi.org/10.17576/3L-2022-2804-07
Nurlanova, A. N., Oskolkova, A. A., & Chunkurova, Z. K. (2022). Polylingual policy in Kazakhstan as reflection of education globalization. European Proceedings of Social and Behavioural Sciences, 125, 1164-1169. https://doi.org/10.15405/epsbs.2022.03.139
Nurtazina, M., Alefirenko, N., Kesner, Y., & Shakhputova, Z. (2019). Linguistic and extralinguistic factors of code-switching as a process of contacting languages. Advances in Social Science, Education and Humanities Research, 298, 577-583. https://doi.org/10.2991/essd-19.2019.128
Piccardo, E. & Galante, A. (2018). Plurilingualism and agency in language education. The role of dramatic action-oriented tasks. In J. Choi & S. Ollerhead (Eds.). Plurilingualism in teaching and learning. Complexities across contexts (pp. 147–164). Routledge.
Pickel, A. (2013). Nations, national cultures, and natural languages: A contribution to the sociology of nations. Journal of the Theory of Social Behaviour, 43(4), 425-445. https://doi.org/10.1111/jtsb.12018
Polatova, S., Lekerova, G., Kistaubaeva, D., Zhanaliyeva, R., & Kalzhanova, A. (2020). Trilingual education in Kazakhstani universities: Use of Kazakh, Russian and motivation towards learning English. Issues in Educational Research, 30(4), 1463-1483.
Terlikbayeva, N., & Menlibekova, G. (2021). The dynamics of language shift in Kazakhstan: Review article. Journal of English Language Teaching and Applied Linguistics, 3(2), 12-22. https://doi.org/10.32996/jeltal
Tlemissov, U., Mamyrbekov, A., Kadyrov, A., Oralkanova, I., Yessenov, S., & Tlemissova, Zh. (2020). Features and problems of implementation of trilingual system in the secondary school in Kazakhstan. E3S Web of Conferences, 159, Article 09005. https://doi.org/10.1051/e3sconf/202015909005
Tuleubayeva, S., Tleuzhanova, G., Shunkeyeva, S., Turkenova, S., & Mazhenova, R. (2021). Functional ranking of English in multilingual education in Kazakhstan. Journal of Advanced Pharmacy Education & Research, 11(4), 143-8. https://doi.org/10.51847/dwQur0yalt
Utegenova, A., Utegenova, K. T., Umarova, G. S., Utepova, N. D., Yergaliyeva, Zh. K., Nurtazina, N. K., & Doskeyeva, M. Y. (2024). Translingual practices in the linguistic landscape in the western region of Kazakhstan. Theory and Practice in Language Studies, 14(2), 392-403. http://dx.doi.org/10.17507/tpls.1402.10
Yanaprasart, P., Lüdi, G. (2017). Diversity and multilingual challenges in academic settings. International Journal of Bilingual Education and Bilingualism, 21(7), 825-840. https://doi.org/10.1080/13670050.2017.1308311
Yang, C Y. (2023). The role of English in language maintenance in Taiwan: A threat or an opportunity? English Teaching & Learning, 47, 291-312. https://doi.org/10.1007/s42321-023-00149-6
Yeskeldiyeva, B. Ye., & Tazhibayeva, S. Zh. (2015). Multilingualism in modern Kazakhstan: New challenges. Asian Social Science, 11(6), 56-64. http://doi.org/10.5539/ass.v11n6p56
Zharkynbekova, Sh., Akynova, D., & Aimoldina, A. (2017). The linguistic landscape in Kazakhstan: Globalization, triglossia and other challenges. Cross-Cultural Studies: Education and Science, 2(1), 89-99.
Zhetpisbayeva, B. A., Shelestova, T. Y., & Abildina, S. K. (2016). Examining teachers’ views on the implementation of English as L3 into primary schools: A case of Kazakhstan. International Electronic Journal of Elementary Education, 8(4), 659-674.
Zhumay, N., Tazhibayeva, S., Shaldarbekova, A., Jabasheva, B., Naimanbay, A., & Sandybayeva, A. (2021). Multilingual education in the Republic of Kazakhstan: Problems and prospects. Social Inclusion, 9(1), 56-62. https://doi.org/10.17645/si.v9i1.3561
