Impact of Trilingualism in Kazakhstan

Impact of Trilingualism in KazakhstanIdentify any ace fosterage regenerate policy/mea current recently adopted by a Ministry of program line that you atomic number 18 familiar with, critic on the wholey strain how variant s withstandholders have tried to shape this instilling policy and how the change has been introduced. learn and evaluate the selected grooming clear up policy/measure in washy of the literature you have file.IntroductionIn Kazakhstan, as in umteen other countries, culture is highly influenced and controlled by the cite study policy-makers. Tensions and difficulties rig out within various s adjournholders due to cutting policies and reforms adopted by Ministry of raising. This study aims to analyse potential difference issues related to angiotensin-converting enzyme of the new adopted reforms, videlicet multilingual reading in schools. In this essay I lead discuss how this reform was introduced by g overnment. Intentions and strategic p lans expressed by education outline go forth be in any case analysed. Then perspectives of various stakeholders regarding multilingualism ar discussed, drawing on data from different case studies and interviews. This outcome capacity be heavy because of its novelty and scope in nowadays realities, where governments nearly the conception try to apply different reforms to correspond with spherical trends. I would like to focus on this topic in order to examine potential outcomes and consequences for the future education of Kazakhstan. I bequeath also analyze and take into account my own experience since I canvas and worked in a multilingual school.Introduction of the Trilingualism in KazakhstanWhat is the ideal model of education organisation? in that respect is no simple answer to this question in the inter stateal professional community. In 2016, Kazakhstan celebrates the 25th anniversary of in expectence. Kazakhstan is actively consolidation into the global comm unity where a fierce argument of economy, technology, education systems and and so on take place. Consequently education reforms should be done according to global mainstream.Nowadays, two trends are becoming more(prenominal) popular among the global education systems (Smith Sandvik (2012))The rapid raising of information and chat technology education (e- instruction, refreshing training, etc.)Improving the educational level of the universe of discourse, primarily due to the expansion of opening to education.to a greater extentover, the education reforms carried out by developed countries can be dissever into four main blocks reproduction system managementLifelong learningThe content of education and ensuring its fictional characterThe emergence of vocational education systemAnalysis of Kazakhstans educational policies in the framework of the maintain program of development (2010) shows five changes in the education systemExpansion of pre-school provisionImplementing multilingual education in schools.E-LearningDeveloping pedagogy through the Centres of Excellence programExtension of unessential education to 12 eld of schooling agree to this reform, from the 2019 year science lessons exit be taught in the position lyric poem. In this section, I will discuss how this debat fit and controversial reform was introduced by the government.Ongoing reforms in the education sector of the land Kazakhstan provide a number of initiatives, including the institution of the multilingual education system at whole levels of education, which aims to shape the future generation, fluent in Kazakh, Russian and incline talking tos. charm this reform magnate seem positive and meaningful, indeed due to several(prenominal) reasons as a condemnation to implement the change and get worder training thus makes schools and management team struggle in the successful carrying into action of this reform.The objectives of speech policy of the modern Kazakhstan reflects in the address of death chair of nation of Kazakhstan, N. Nazarbayev, Kazakhstan in the new world (2007), in which the framework of competitiveness of rustic and its citizens, proposed phased slaying of the cultural project called The unity of third languages, aimed to the development of trine spoken languages Kazakh as the state language, Russian as the language of international communication and side as the language of successful integration into the global economy.And expense to none that, the University of Cambridge became a strategic powerner of Kazakhstan in this education reform process. (10) Wilson, Reform at Scale Teacher learning in Kazakhstan (2013). There has been created Kazakhstan Programme by the cooperation of Kazakh and side of meat educators.The university of Cambridge, the faculty of education website statesThe University of Cambridge Faculty of Education keeps an ambitious and far-reaching programme of educational reform in Kazakhstan through training, interrogation and consultancy all proposeed to build local capacity. 15In accordance with the State program of development Education of Kazakhstan for 2011-2020 (2010), the incline language should be studied not yet as a extraneous language solely also be used as the language of instruction at all levels of education.Starting from September of 2016 elementary schools essential implement nigh changes. For instance, first-grade students will be taught English in a very fond and entertaining route. Major innovations await children and their parents from 1 September 2019 in all schools, regardless of the language of education, history of Kazakhstan will be taught in the Kazakh language, and world history in Russian. In the 2019-2020 academic years, the 10-11-graders will be demeanour four crushs in English chemistry, physical science, biology and Computer eruditions. Learning the terminology in English on subjects like Computer apprehensions and Natural acqui sition for students of 5 and 6 grades will begin in 2017-18 and 2018-19 academic years respectively. Due to large-scale implementation of trilingual education, in that respect is an urgent ask for learners who can teach their subject in the English language. This problem requires constituenticular(prenominal) attention since the English language is not widely used in everyday communication, unlike Kazakh and Russian languages. And this is in line with Ball (1997) who states, policymakers enquire that teachers are familiar and be fit to success fully implement changes also individual policy-makers do not normally take into account complexity of the environment where changes intended for.The Ministry of Education and Science of the Republic of Kazakhstan (MoES) is currently develop the Roadmap development and implementation of trilingual education.According to State Programme of Education Development for 2011-2020 and Roadmap (2010), its expected that the percentage of the p opulation intercommunicateing state language, by 2020 will reach 95%, in the Russian language will be oratory 90% of the population, and 20% of people will speak English. In fact, the policy of trilingualism will create the conditions for the children to study Russian and English language rather than the Kazakh language. However according to Minister of Education and Science of Kazakhstan, Erlan SagadiyevWhy do we need to develop trilingualism? Today there is no doubt that the future of fellowship, science, information, and the competitive ability of any nation, will depend on the noticeledge of the English language. This must scribble from school. And gradually append the amount of English language in order to start school subject article of faith at the older school. However we need to clear the most important meaning of the implementation of trilingual education in Kazakhstan is the total bedledge of the Kazakh language by our population. The priority of the learning the Kazakh language was, is and remains. 11It is expected that current reforms in all likelihood will slow down practice session and development of state language. A shift in language knowledge and usage of it in the workplace and sequestered lives of citizens has taken place over the past decades. Due to historical events, the North Kazakhstan is dominantly Russian-speaking, while South part of the country mainly Kazakh speaking. According to the 2009 census, the urban citizens tend to be lingually speaking Russian-dominant. The Russian language remains the most widely spoken, with 94.4 % population indicating that they understood spoken Russian and 84.8 % indicating that they can read and write the language. In comparison, 74% reported that they understood spoken Kazakh and 62% reported that they could read and write Kazakh. This is huge numbers for the country where 65.5 % of the population are Kazakhs and 21.5 % are Russians (2014 census) 14. All these lead to the logical co nclusion that the government must take a mission to improve the quality of Kazakh language. Kazakh-medium education needs to be improved and Kazakh people will have to use Kazakh more a great deal in their work and private lives.In order to pi muss the trilingual education in the sector of secondary education in 2007 Daryn meshing of educational institutions for talented children was created. According to Ministry of education, currently trilingualism is being successfully utilize in 117 secondary schools, in 33 Daryn specialised schools, 30 Kazakh-Turkish lyceums, 20 Nazarbayev Intellectual schools (NIS).Its worth to specifically set that, the Kazakh-Turkish lyceums (Grades 7 to 11), are actively implementing trilingual education. Subjects like Maths, Physics, Biology, Chemistry and Computer Science are to be taught through English. Kazakhstan History, Kazakhstan Geography, Physical Education and Military preparations are to be taught through Kazakh. Turkish and Russian are to be taught in language humanistic discipline classes. These schools are one of the most prestigious and successful in the country. I have graduated from one of Kazakh-Turkish lyceums. Moreover after graduated from university I have experience working there for 2 years as a teacher. The main reason for their success is quality teachers, teaching corporal and excellent management and leadership skills of school administration. Additionally, apart from English language Turkish is also taught there. The presence of native Turkish teachers also plays a big role in the quality learning of the Turkish language. The nigh reason is that those lyceums are situated in cities therefore they have decent funding from government and different private sponsors for implementing various projects. Then there is an entry examination to bum around enrolled in lyceum. There are precisely 30 lyceums in Kazakhstan, so this makes 1 or 2 lyceums in each city. There are only 2 new classes received eac h year this means 50 new students per school get a chance to study there. Still, there is a strong competition among students, and mainly excellent and good students get accepted.The policy makers perspectiveThe usual task of the Ministry of Education and Science (MoES) is controlling the education system by making policy and legislative decisions in order to improve. The MoES website states thatThe mission of the Ministry of Education and Science of the Republic of KazakhstanDevelopment of apt potential of the nation, the formation and implementation of state policy in the sphere of education and science, ensuring competitiveness and sustainable socio-economic growth.Although the primary focus of MoES is nations education, its undeniable that government is highly aware of the nation as a part of the economic structure of the country.It is clear that education must be looked at from this point of view since the purpose of education in large part is to protect the economy of the na tion. Nevertheless, the economic demeanor of treatment education paying more importance to money than the intellectual progress of the nation (Ball, 1997, Tikly and Barrett, 2011)However, there are some people who support changes. One of them professor B.Bekturganova The evidence is that the information in English-language on a global scale is greater than in German, Spanish, Chinese and any other language. To keep up with the latest innovations and developments students must be proficient in English.The educators perspectiveA bottom-up approach works best when new policies, reforms and changes are introduced. Jones, muck about Ebrahim (2001) also suggest that teachers should be given the probability to express their ideas and opinions this will lead to the creation of shared approach for impelling change. Another reason is that majority of teachers are willing to influence the design of quality systems in order to bring meaningful change to themselves and their students as sh own in Jones, Potter Ebrahim (2001).Knowing and speaking three languages is wonderful skill, moreover this should not be done at the expense of other important subjects. For example, in farming(prenominal) areas, where the teachers are incredibly insufficient, who teach several subjects, trilingualism might turn to complete disaster.In my opinion, the first thing that happens after the start of the implementation of educational reforms teachers will leave schools, who taught all their lives in the same(p) language. There is a doubt that universities will not have time to pay off a sufficient number of specialists who will be able to replace the old cadres within three years. Moreover, there is no set about that the young teachers will be willing to travel to distant villages and rustic areas. Additionally, there is a lack of quality teachers even in cities. More teachers are leaving state schools in order to work for private schools, where the salary is considerably higher. Th e level of education will deteriorate, due to which the reform had begun. No doubt that trilingual education is a matter of time, and in the near future, it would be probably implemented. It seems current reforms do not fully calculated, and are made for the sake of short-term economic and policy-making interests. If the Ministry of education, in fact, decided to modernise the education system, he would have understood that this would take time for preparation and implementation. Action should be done step by step. Firstly to prepare teachers, secondly the material base and then introducing a novelty in one sector, then in another, etc. However, in fact, government frantically trying to implement reforms altogether. Unfortunate teachers do not rest at all and taking language courses to be able to work at school.For example, Anatoly Mazura Physics, a teacher with 30 years of teaching experience saysTeaching Physics laws and rules in English Terminology is already complicated. Then, I guess Ill just have to leave a school. Not all children are able to learn in much(prenominal) way. There are, of course, children who can learn material fast, on the other hand, there are children who need more time, and if they all will be taught in English, unlikely that they will understand anything. There are a lot of teachers who are in the same situation as Anatoly Mazura. These teachers are thought justly about his future career. They need to make a superior stay in school or to change the profession. Anatoly is not sure that he will be able to learn English in two years and to communicate with students properly, as required by the new educational reform.Innovations made by Ministry of Education scare not only teachers but also school head teachers. Irina Smirnova utter that teacher staff is not able to perfectly speak, write, and also qualitatively explain the subject in English since most of the teachers are of old age.The school administration organised compulsory English classes for all teachers. Every teacher must study ten hours of theory and practice of English ten hours per week. study grammar and rules take most of their time. In the remaining time, teachers must practice speaking and writing skills.According to Irina Smirnova Majlis deputy, ex-principal of the school-lyceum - 48 Almaty, KazakhstanTough we have experience in trilingual education through Kazakh-Turkish schools and Nazarbayev intellectual schools. However, nowadays according to state program there are not any English classes for 4th-grade students in secondary schools and only one hour a week at 1,2,3rd grades. It is impossible to learn a language in this situation. If we want students to know three languages, not necessarily mathematics, physics, chemistry should be taught in the English language. It is better simply to teach the language more intense, and maybe one subject which will not affect cognitive abilities of students could be taught in English. The subject t echnology why not do in English? I think this is a hasty decision that could lead to serious problems. Although a positive viewpoint on the subject is that Ministry of Education officials know about the level of training of Kazakhstani teachers and therefore prepare to massively retrain teachers all over the country.According to Minister of Education Erlan Sagadiyev, there are 365,000 school teachers in Kazakhstan. In general 32 000 senior school teachers who know English needed for successful implementation of the reform.As the Ministry of Education reported, teacher training for the implementation of the program and trilingual education is already being implemented as followingNazarbayev University will prepare 675 subject teachers (chemistry, physics, biology, computer science)Nazarbayev Intellectual indoctrinate and JSC Orleu will prepare 69 teachers through the updated programKATEV will teach 18,250 children in summer language camps 680 subject teachers (chemistry, physics, b iology, computer science) 84 teachers from regional specialised school for gifted children 800 science teachers.In accordance with State Programme of Education Development (2010) teachers who teach science and math in English, is expected to increase to 15% by 2020. (3)However, rural schools in distant regions of the country will slope most problems. Because even physics or chemistry teachers not plentiful there. In some rural schools, teachers combine two roles of math and physics teachers. According to the Ministry, the solution to this problem is to provide internet portal to such schools and retrain teachers by distance learning technologies. The Ministry plans in the next three or four years to provide 90% of Kazakhstani students access to broadband Internet (today it is 76%). Also, apparently this reform will salute huge money and resources for the government.The students perspectiveAccording to the information-analytical centre and the Public whimsey query Institute, 1055 pupils of 9 and 11 grades (66% from school with the Kazakh language of instruction, 34% from the Russian language of instruction) participated in the survey. A survey showed that only 15% of students are fluent in English. The vast majority of students (68%) do not want to study computer science, physics, chemistry and biology in English. They believe that they will learn neither English language nor the subjects due to the low quality of education, many of them consider it would be useless for their future work.It is important to note that students of schools, colleges and universities of the country are already living in a trilingual environment, so for children learning English is not a problem. Fear of poring over languages is projected by parents, thus hindering students development says officials from Ministry of Education.In my perspective, I think the choice of the student to study subjects in a foreign language must be voluntary and not compulsory. Parents should hav e a choice whether they let their children study or not in trilingual school. Subjects in the English language should be taught only in senior schools, and only as an optional. Because today level of English language of secondary school students is not enough to adequately understand the teaching material.School teachers, who will teach subjects in English, should have an appropriate certificate, for example, TKT, CELTA, CELTYL (Certificate in English Language Teaching to Young Learners), ICELT (In-service Certificate in English Language Teaching). This will mean that teachers completed needed course. Therefore head teachers and more importantly parents will know that subject teacher has qualifications and certification to teach in English.The Parents perspectiveMost parents in Kazakhstan still support the introduction of trilingual education in schools. For voted 66% of mothers and fathers, while 81% said they want their children to know especially English. The information-analytic al centre in cooperation with the Public persuasion Research Institute studied parents opinion about the transition to a new model of education and the level of students training. 1000 parents (urban 53.5%, rural 46.5%) took part in the survey. Researchers found that half of the respondents fully satisfied with the quality of English education in Kazakhstani schools, rest satisfied partially, the negative spot expressed by 6%. As already mentioned the implementation of trilingual teaching was supported by 66% of parents. A quarter of respondents were against MoES initiative and 9% of parents had problems to answer. Main reasons of their concerns are related to the lack of teachers personnel and feeble educational methodological base.ConclusionKazakhstan is steadily changing its educational system towards corresponding to global trends. Educational reforms of Kazakhstan undoubtedly implementing to improve knowledge of students to pose competitive in modern world realities. Howe ver, there are potential problems which may occur when implementing the reform. The main issues a lack of teachers who can teach through English, lack of high-quality language learning materials, insufficient level of knowledge of teachers and students in rural areas. There is a general agreement amongst parents that subjects should be taught in the English language, however, some educators believe this is not possible in the current circumstances. In general, there is a concern that after implementation of trilingual education reform, development of state language will probably decrease as students will devote more time for some(prenominal) Russian and English language. The government should pay more attention to the development of intellectual and academic potential of students rather than the political and economic way of treatment education as shown in (Ball (1997), Tikly and Barrett, (2011)). Particularly research of Jones, Potter Ebrahim (2001) has been useful in providing ideas that educators should be given the opportunity to express their ideas and opinions this will lead to the creation of shared approach for effective change. A full-scale launch of the trilingual education can be successful if a sufficient number of teachers who could teach in English in rural areas would be trained. One solution could be hiring foreign subject teachers for a long term. This might considerably support the implementation of trilingual education however, it will cost a lot for the government. Overall, a wide go astray of work must be done, which requires sufficient human resources, time, effort, and financial investments.In this essay, I focused on the introduction of trilingual education in Kazakhstan and potential consequences of this reform in different stakeholders perspectives. I confirm that this topic should be investigated in more details since it was not possible to cut through all the nuances due to resource, time and word limit constraints. The future research appears to be needed in the field of leadership and management of trilingual education in Kazakhstan.ReferencesBaimanov, D. (2016) Astana is experiencing the shortage of teachers and educators online Available at http//dknews.kz/nehvatku-uchitelej-i-vospitatelej-ispy-ty-vaet-astana/ Accessed 13 January 2017Ball, S. J. (1997) Policy Sociology and Critical Social Research A Personal round off of Recent Education Policy and Policy Research, British Educational Research ledger, 23, 3, pp.257-274.Bekturganova, B. (2016) We are responsible for our childrens future online Available at http//www.inform.kz/ru/b-bekturganova-o-reforme-obrazovaniya-v-rk-my-otvetstvenny-za-buduschee-nashih-detey_a2892951 Accessed 13 January 2017Bridges, D (2014) Educational Reforms and Internationalisation the case of School Reform in Kazakhstan, Cambridge University Press.Jones, Potter and Ebrahim (2001) Managing Curriculum Change in Schools, ERIC p20Kapital. (2016) 66% of parents for the three lan guages in schools online Available at https//kapital.kz/gosudarstvo/50391/za-trehyazychie-v-shkolah-66-roditelej.html Accessed 14 January 2017Kuchma, V. (2016) Reward and punishment of the Ministry of Education (Why the attachment of the school year being criticised?) online Available at https//kapital.kz/gosudarstvo/49389/knut-i-pryanik-ministerstva-obrazovaniya-rk.html Accessed 13 January 2017Kuchma, V. (2016) boastful change in Kazakhstans schools online Available at https//kapital.kz/gosudarstvo/49775/bolshaya-peremena-v-shkolah-kazahstana.html Accessed 13 January 2017Nazarbayev, N. (2007) regale of the President of the Republic of Kazakhstan, to the People of Kazakhstan. online Available at http//www.akorda.kz/ru/addresses/addresses_of_president/poslanie-prezidenta-respubliki-kazahstan-nnazarbaeva-narodu-kazahstana-28-fevralya-2007-g Accessed 18 January 2017Nazarbayev, N. (2012) Address by the President of the Republic of Kazakhstan, Leader of the Nation, Strategy Kazakhstan -2050 new political course of the established state online Available at http//www.akorda.kz/en/events/astana_kazakhstan/participation_in_events/address-by-the-president-of-the-republic-of-kazakhstan-leader-of-the-nation-nnazarbayev-strategy-kazakhstan-2050-new-political-course-of-the-established-state-1 Accessed 14 January 2017Sagadiev, E. (2016) The meaning of the introduction of trilingualism in Kazakhstan the total knowledge of the Kazakh language by population online Available at http//www.inform.kz/ru/erlan-sagadiev-smysl-vnedreniya-treh-yazychiya-v-kazahstane-total-noe-znanie-kazahskogo-yazyka-naseleniem_a2897529 Accessed 13 January 2017Smith Sandvik (2012) four-spot Global Trends in Education (And Why They Matter) in MetaMetrics.The Ministry of Education and Science of the Republic of Kazakhstan(2010) State Program of Education Development in the Republic of Kazakhstan for 2011-2020. online Available at https//kaznmu.kz/eng/state-program-of-education-development-in-the-rep ublic-of-kazakhstan/ Accessed 18 January 2017The Ministry of national economy and of the Republic of Kazakhstan mission on statistics (2014) online The official statistical information Available at http//www.stat.gov.kz/faces/wcnav_externalId/publBullS14-2014?_adf.ctrl-state=17nhn6hpxp_4_afrLoop=14098389396800612%40%3F_afrLoop%3D14098389396800612%26_adf.ctrl-state%3Dere6z4bhw_9 Accessed 13 January 2017Tikly, L. Barrett, A. (2011) Social Justice, Capabilities and the Quality of Education in Low-Income Countries, International Journal of Educational Development.University of Cambridge (2017) Kazakhstan Programme online Available at https//www.educ.cam.ac.uk/centres/kazakhstan/ Accessed 13 January 2017