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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp.934-952
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 21 May 2024 Revised 20 Aug 2024 Accepted 23 Sep 2024
DOI: https://doi.org/10.15738/kjell.24..202409.934

Recent Advancements in English Education in the Multilingual Context of Kazakhstan

Fatima Kaiypova ; Tae-Young Kim
(1st author) Master’s Student, Dept. of English Education, Chung-Ang Univ. fkaiypova@gmail.com
(corresponding author) Professor, Dept. of English Education, Chung-Ang Univ., Tel: 02-820-5392 tykim@cau.ac.kr


© 2024 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study explores recent changes in teaching English and how its integration into Kazakhstan’s educational system. Taking a historical approach, the research implemented Language Planning and Policy (LPP) framework by investigating policy and diverse initiatives at the national, institutional and classroom levels. Hence, we first look at the English education during the Soviet era, including Kazakhstan, where the prominence of Russian significantly influenced subsequent English learning. We then explore Kazakhstan’s post-independence English education and the introduction of the ‘Trinity of Languages’ project, which aims to enhance English proficiency among Kazakhstani citizens. The integration of the English as a Medium of Instruction (EMI) policy into Kazakhstan’s education system, as a part of this project, has led to the establishment of various initiatives, including early English education and teacher training programs. Overall, this policy has enhanced English language learning in Kazakhstan by improving proficiency levels and student engagement, strengthening national competitiveness and global image and increasing academic opportunities for students. However, difficulties were encountered as a consequence of an inadequate level of governmental preparation and a lack of effective stakeholder interaction among policymakers, educational institutions, teachers and students, as evidenced by the LPP framework (Ricento and Hornberger 1996), which eventually impeded the progress of the project.

Keywords:

English, trilingual education, EMI, policy, language, STEM

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