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4. Trilingual education methodology in Kazakhstan
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
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ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
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TEACHING IN THREE LANGUAGES
4. Trilingual education methodology in Kazakhstan
4.1. Basic principles of multilingual education
Multilingual education is not elite: all leaners can study in a multi-
lingual program [95]
Mother tongue must be the foundation for developing competences
in other languages [96]
Learners with good competence in their mother tongue show
strong writing and reading skills in other languages [96]
According to the Canadian professor James Cummins’ theory of
“Common underlying proficiency”, through learning one language a
child acquires skills and underlying metalinguistic proficiency, which
he can use to support learning of another language [97]
Common underlying knowledge provides foundation to acquire
second and third languages [97]
Language should be taught in a favourable and friendly environ-
ment where students do not feel anxiety and actively participate in the
process of acquiring a language [98]
The focus should be on meaning and not the form while learning a
language [99]
Language must be taught not for the sake
of the language itself, but
in order to obtain certain knowledge [99]
Language skills, in their turn, develop not only at language sub-
jects, but also through other subject areas (through content) [99]
Cross-curricular topics facilitate better subject content and lan-
guages acquisition when they are taught in parallel through subjects
and language classes [100]
Bilingual team teaching increases the efficiency of multilingualism
efficiency (lesson taught by two teachers: one teaches a class in L2 and
L3, another – supports learners’ understanding in L1) [101]
4.2. International experts’ recommendations
In Kazakhstan, there is a need to unify terminology of trilingualism
and
trilingual education
4. Trilingual education methodology in Kazakhstan | 165
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
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ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
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TEACHING IN THREE LANGUAGES
The definition of trilingual education should not be limited to Eng-
lish language
Special attention should be devoted to the development of current
Kazakh and Russian language teaching methods, which do not provide
for high language proficiency
in these languages
Current trilingual education system in Kazakhstan is unique and
different from other multilingual countries
This is reflected in its scale, regional socio-demographic character-
istics (dominant use of Kazakh in one regions, and Russian – in others)
and typological differences between the three languages (Kazakh is a
Turkic language, Russian – East Slavic language, English – West Ger-
manic)
This necessitates the use of differentiated approach when determin-
ing a model appropriate for different regional conditions
Special attention should be paid to rural and ungraded schools,
where there is lack of resources to implement trilingual education
Trilingual education implementation should be viewed as a long-
term process with key stages and indicators
The starting point could be pilot schools (selected from mainstream
schools), which would be regularly monitored, thus allowing to determine
the model of trilingual education most suitable for Kazakhstani schools
At schools with other minority languages, these languages should
be taught as a mother tongue, Kazakh should be taught as a state lan-
guage, and English – as a foreign
language
A significant factor in efficiently implementing trilingual education
is parents’, teachers’ and educational organizations management’s atti-
tude and understanding of trilingual education
That is why there is a need to strengthen collaboration between
parents, teachers and management, which affects the overall success of
trilingual education implementation
All stakeholders, especially policy makers, must have full under-
standing of trilingual education, as lack of understanding of the goals of
educational policy may lead to negative outcomes
Kazakhstani schools should be provided with various options and
opportunities to implement trilingual education
166 | 4. Trilingual education methodology in Kazakhstan
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
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ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
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TEACHING IN THREE LANGUAGES
Bilingual education should be the foundation for trilingual educa-
tion
When there is lack of science teachers in a school, schools should
teach humanities in
English where possible
In addition, they can teach a small module, academic language or
subject terminology in English, or partially use learning materials in
English
Use interactive distance teaching as a way to teach English in rural
schools, where there is lack of necessary resources
English should be taught through content and language integrated
learning approach, which helps learners to use language for clear and
significant objectives
National tests (UNT) should reflect trilingual education require-
ments
In subjects taught in English, examinations should also be English
or
in two languages
Professional development should be completed not only for teach-
ers, but also for school and university management
4.3. Framework for trilingual education implementation in Ka-
zakhstan
Based on conducted research, international experience, and leading
experts’ recommendations, the following framework is suggested on
teaching in three languages in Kazakhstani schools and universities.
At schools:
The following options for trilingual education implementation are
suggested considering regional peculiarities, diversity, and school po-
tential:
1. Regions with dominant Russian language should implement im-
mersion into Kazakh language (example of NIS in Kokshetau and
Taldykorgan). This program is targeted at Russian-speaking children.
All subjects are taught in Kazakh from grade 1, Russian as a subject is
introduced from grade 2, English – from grade 3. In grades 5-9 one sub-
ject in humanities is taught in Russian, in grades 10-11 – several subjects
are taught in English (image 16).
