170 | 4. Trilingual education
methodology in Kazakhstan
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
·
ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
·
TEACHING IN THREE LANGUAGES
Table 13. The redistribution of language learning hours in teaching universities
Year
Se-
mester
Current number of credits
for languages
Suggested number of cred-
its for languages
L1
L2
L3
L1
L2
L3
1
1
3
3
2
2
2
3
3
2
2
2
3
2
2
4
2
2
3
5
2
(prof.)
2
(for prof.
purposes)
2
(prof.)
2
(for prof.
purposes)
6
4
7
2
3
8
•Suggested language program provides for continuous L2 and L3
learning. It also provides learning the language for professional purpos-
es
• Teaching English should be based on CLIL, which connects lan-
guage with subject content and develops language skills
Aspect 2: Subject knowledge
1st year program includes language learning, general disciplines,
introduction to the specialty, and subject terminology in three lan-
guages
According to the current model («50:20:30»), 50% of subjects are
taught in L1, 20% - in L2, and 30% - in L3
Teaching subjects in English should be implemented from 2nd
year, when students reach necessary language level (B1-B2) to learn
subjects in
English
Since future teachers will teach science subjects and ICT in schools
in English, subject content should be taught in English
Aspect 3: Teaching methods
CLIL is the foundation of teaching methods within multilingual
education
Teaching CLIL should be provided in the first 3 years in teacher
training institutions: Introduction to CLIL (semester 2, 2 credits of the
4. Trilingual education methodology in Kazakhstan | 171
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
·
ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
·
TEACHING IN THREE LANGUAGES
major elective subjects), Foundations of CLIL (semester 3 and 4, 3 cred-
its each), CLIL as a component
of teaching methods
CLIL should be a compulsory component in the assessment of
teaching practice (tables 14, 15)
Table 14. The proposed criterion for the assessment of teaching practice
Year
Criterion
1
Introduction to CLIL (2 credits from Core subjects, elective component) –
Semester 2
2
Learning to apply CLIL (6 credits from Core subjects, elective compo-
nent) – Semester 3,4
3
CLIL as a component for teaching methods (3 credits from Core Subjects,
compulsory component) – Semester 5
Table 15. Proposals for improving the training of multilingual teachers
Training aspects
Year
1
2
3
1. Language training
L2 and L3 for professional purposes.
Teaching L2 (language subject)
Introduction to
terminology in
three languages
(semester 1, 2 credits, in
CS EC)
2. Subject
knowledge
Teaching 50% of subjects in L1, 20% - in L2, 30% - in L3
Teaching core subjects in L2
3. Teaching methods
CLIL as a compulsory component of the assessment
of teaching practice and teacher training
172 | 4. Trilingual education methodology in Kazakhstan
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
·
ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
·
TEACHING IN THREE LANGUAGES
4.4. Recommendations for stakeholders:
Authorities:
Review the content of the Roadmap for trilingual education devel-
opment for 2015-2020, determining and approving clear objectives,
tasks, indicators, and stages of implementation of trilingual education
and key stages of achieving indicators
Develop and implement the system of monitoring, internal and ex-
ternal assessment of the implementation process
Develop, approve and communicate the unified guidelines for
heads of education departments, educational institutions, and teachers
to the target audience and provide feedback
Upgrade qualification requirements for heads of educational insti-
tutions in regards to proficiency in three languages
Education coordinators:
Develop separate subject program and course plans in L2/L3 (for
instance, separate programs for History of Kazakhstan for groups with
Kazakh and Russian languages of instruction)
Implement integration of language component and subject content
in
subject programs
Formative and summative assessment should reflect knowledge of
the subject as well as target language
Heads of educational institutions:
Be proficient in three language or in the process of acquiring them
Aim at balanced use of three languages
Demonstrate positive attitude towards trilingual education and
motivate their staff
Be highly selective towards staff to provide for successful trilingual
education implementation
