4. Trilingual education methodology in Kazakhstan | 167
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
·
ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
·
TEACHING IN THREE LANGUAGES
Image 16. The multilingual perspective model for Kazakhstani schools
2. It is suggested to introduce an experimental model of two-way
immersion into language in schools with two language streams in one
or two classes. In this model, equal numbers of learners from
Kazakh
and Russian groups are taught together. Learners can learn History of
Kazakhstan
in Kazakh, World History in Russian. This will help parallel
language acquisition and developing respect to other languages. Eng-
lish as a language of instruction is introduced in high school (Table 12).
3. At schools with stronger human potential, and teaching and learn-
ing resources, World Understanding is taught in Kazakh and ICT in
Russian from grade 3. Starting from grade 5, History of Kazakhstan is
taught in Kazakh, World History – in Russian. In grades 8-9 Biology,
Chemistry, Physics and ICT are suggested to teach in English through
learning subject terminology, co-curricular classes, and team teaching
by subject and English language teachers. In grades 10-11, 4 subjects are
taught in English. L1 and English distribution in teaching is determined
by the schools (Table 12).
4. At schools partially prepared for trilingual education, it is sug-
gested to teach History of Kazakhstan in Kazakh and World History in
Russian from grade 7. In grades 10-11, 1-2 science subjects should be
taught in English. If there is lack of English-speaking teachers, Humani-
ties, short modules, some lesson elements, and co-curricular classes can
be taught in English (Table 12).
10
10
10
10
10
10
10
100
100
100
100
90
90
90
90
90
70
70
20
20
1
2
3
4
5
6
7
8
9
10
11
L1
L2
L3
grades
168 | 4. Trilingual education methodology in Kazakhstan
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
·
ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
·
TEACHING IN THREE LANGUAGES
For any of the suggested models, English as a subject is important to
develop learners’ language skills. Communicative approach and content
based instruction should be at the base of English teaching pedagogy.
Extra-curricular activities also support efficient language environment.
Table 12. The versions of multilingual model for Kazakhstani schools
Transi-
tion
plan
Primary school
Secondary school
High school
1
2
3
4
5
6
7
8
9
10
11
1.
Pa
rt
ia
l t
rans
it
ion
m
odel
Developing functional
literacy in three lan-
guages through teach-
ing
language subjects
a
Teaching History of Kazakhstan in
Kazakh
b
Teaching World History in
Russian
c
Content based instruction
of
English language
d
Content based instruction
of
English language
d
Teaching 1-2 science subjects in
English
e
2.
2
. T
w
o-
w
ay
im
m
er
si
o
n
m
od
el
fo
r
sc
ho
ol
s
w
it
h
tw
o
la
ng
u
ag
e
st
re
am
s
90%
L1
80%
L1
70%
L1
60%
L1
50%
L1
35%
L1
10%
L2
20%
L2
30%
L2
40%
L2
50%
L2
35%
L2
Teaching
English as a
language
subject
Content based instruction
of
English language
d
30% L3
(science subjects)
Content based in-
struction of
English
language
d
3.
Im
m
er
si
on
in
to
K
az
ak
h
m
o
de
l f
or
no
rt
h
er
n
re
gi
on
s
100%
in Kazakh
90%
in Kazakh
60%
in Kazakh
70%
in Kazakh
Teaching World History in Russian (10%)
Teaching Russian
as a language subject
Teaching
English as
a language
subject
Content based instruction
of
English language
d
Teaching science subjects
in English (30%)
Content based instruction
of
English language
d
4.
Ful
l
tran si
-
ti
on
m
od el
100% L1
90% L1
80% L1
50% L1
10% L2
f
20% L2
g
20% L2
g
Таблица 12
4. Trilingual education methodology in Kazakhstan | 169
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
·
ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
·
TEACHING IN THREE LANGUAGES
Teaching English as a
language subject
Content based instruction
of
English language
d
30% L3 (science subjects)
Content based instruction
of
English language
d
Teaching Kazakh and
Russian as language subjects
Notes to Table 12
a) Kazakh language, Russian language and English language subjects develop
learners’ functional literacy
b) At schools with Russian language of instruction, History of Kazakhstan in
grades 5-11 is taught in Kazakh
c) At schools with Kazakh language of instruction, World History in grades 5-10
is taught in Russian
d) In secondary school, learners are prepared to learn subject content in English
through learning English as a subject. Content based instruction should be used in
teaching English.
e) In partial transition model, schools teach 1-2 science subjects in English
where possible
f) In full transition model at schools with Russian language of instruction, World
Understanding should be taught in Kazakh from grade 3 (NIS experience)
g) At schools with Russian language of instruction, 2 Humanities subjects should
be taught in Kazakh from grade 5
At universities:
Teacher training for multilingual education at universities includes
3 aspects: learning languages,
teaching subjects, and training in teaching
methods
Aspect 1: Language training
In current curriculum, 6 credits in 1st year are devoted to learning
L2 and L3 during two semester, and only in 5th semester students start
learning L2 and L3 for Professional Purposes (2 credits). As a result, this
program leads to inconsistent and abrupt language learning
The following structure of consistent language training with con-
tinuous process of language learning is suggested (table 13)
