1. National experience in implementing multilingual education in Kazakhstan | 139
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
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ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
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TEACHING IN THREE LANGUAGES
1.4. Implementation of multilingual education at universities
42 universities conduct training in three languages
17 universities prepare future teachers of Biology, Chemistry, Phys-
ics and ICT in English [55]
In 2008, KarSU and KazUIR&WL became main platforms for multi-
lingual education implementation [36]
Since 2012 the number of credits for English as a basic discipline
was increased for pre-service teacher training [56]
Since 2016, universities implementing trilingual education have
transferred to the “50:20:30” model (50% of their subjects are in L1, 20%
- in L2, and 30% - in L3)
According to the SCP, pre-service teacher training universities have
8 credits for English language, while KarSU –24 credits: with 16 addi-
tional credits added from the AM ES
KarSU implements continuous English training (1-6 semesters),
while other teacher training universities do not follow the same system-
atic approach
KarSU introduces English-based instruction from 2nd semester,
other pedagogical universities – from 1st semester
KarSU gradually decreases the amount of credits for English as a
language subject and increases the load in disciplines taught in English,
which provides for an efficient implementation of English-based in-
struction
KarSU admits students selectively whereas other teacher training
institutions cannot administer such practice due to the low language
proficiency of applicants
Every university’s trilingual education implementation os subjects
to their resources and staff
There is a lack of systematic approach towards defining a language
for instruction. Despite the fact that Science and ICT are planned to be
taught in English in schools, future teachers only partially study their
curriculum in English (images 6, 7)
140 | 1. National experience in implementing multilingual education in Kazakhstan
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
·
ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
·
TEACHING IN THREE LANGUAGES
Image
6. Model of trilingual education in KarSU
Features of language learning in KarSU
• Increase of academic load for English using credits from elective courses (24 cred-
its)
• Continuous English language training (semester 1-6): gradual transition from lan-
guage subject towards language of instruction
• Introduction of ELI from semester 2
• Student admission to multilingual groups is based on targeted selection
Common features of language learning
in the studied universities and KarSU
• “50:20:30” model – 50% in L1, 20% in L2, and 30% - in L3
•General courses and core subjects are taught in L1
•State language is supported through teaching “Мемлекеттік тілде іс-қағаздарын
жүргізу”
•Lack of systematic approach in determining language of instruction in different
subjects
6
6
5
3
2
2
0
0
0
3
3
5
3
8
9
0
Sem. 1
Sem. 2
Sem. 3
Sem. 4
Sem. 5
Sem. 6
Sem. 7
Sem. 8
Academic load (number of credits)
English as a subject
English as a language of instruction
1. National experience in implementing multilingual education in Kazakhstan | 141
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
·
ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
·
TEACHING IN THREE LANGUAGES
Image 7. Model of trilingual education in universities (average)
Features of language learning in the studied universities
• Academic load for English training is on average 12 credits, 8 of which is from
core and compulsory subjects, according to the standard course plan, and 4
credits from elective courses
• Unsystematic English language learning in semesters 1-7
• Introduction of ELI from semester 1
• Lack of targeted selection to multilingual groups
• “50:20:30” model – 50% in L1, 20% in L2, and 30% - in L3
•General courses and core subjects are taught in L1
•State language is supported through teaching “Мемлекеттік тілде іс-қағаздарын
жүргізу”
•Lack of systematic approach in determining language of instruction in different
subjects
3
3
2,5
0,33
1
1,33
1
0
2,33
5,67
2,33
6,33
5,67
4
4
0
Sem. 1
Sem. 2
Sem. 3
Sem. 4
Sem. 5
Sem. 6
Sem. 7
Sem. 8
Academic load (number of credits)
English as a subject
English as a language of instruction
142 | 2. International experience in multilingual education
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
·
ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
·
TEACHING IN THREE LANGUAGES
2.
International experience in multilingual education
2.1. Models of multilingual education
Internationally, there are two basic groups of models of multilingual
education: weak and strong.
Weak models lead to students using only one language. Strong mod-
els, on the other hand, lead to fluency in several languages.
2.1.1. Weak group includes three models [57]
(1) Traditional model – when only one language is used for instruc-
tion, foreign language is taught as a subject 2-3 hours per week. As a re-
sult, students remain monolingual. Such model is inefficient, especially in
regions (countries) where no everyday language immersion is possible.It
is common in post-Soviet countries including Kazakhstan.
(2) Transitional model is targeted at national minorities and immi-
grants in order to assimilate them into society. Learners start studying in
their mother tongue with gradual transition to the second language (L2).
In this case L2 is the country’s state language. From grade 7, learners are
taught only in L2. Bilingual teachers (L1+L2) are a prerequisite for this
model. As a result, learners forget their mother tongue and become mon-
olingual second language speakers. This model is used in the U.S., for
instance, for Spanish immigrants.
Image 8. Transitional model
80
70
60
50
40
30
20
20
30
40
50
60
70
80
100
Presch. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7
ti
m
e all
oc
at
ed
for
eac
h l
an
guage
, %
L1
L2
Достарыңызбен бөлісу: |
