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52

4. aaa a .aaa 2011 ! a

TENDENCIES OF DEVELOPMENT OF MULTILINGUAL EDUCATION AT

SECONDARY SCHOOLS IN KAZAKHSTAN

M.B.Karipbaeva U.I.Kopzhasarova

Karaganda State University named after E.A.Buketov

We live and work in the epoch when globalization of all spheres of human activities takes

place which results in review of priorities in education. Thats why informational and

communicative competences nowadays are determined by the world educational community as a

basic educational competence and one of the main trends is to form world educational area. The

actuality of multilingual education is defined by universal world tendency to the integration into

economic, cultural and political spheres. We understand multilingual education as an aimed process

of exposure to world culture by means of languages when these learning languages are the ways to

achieve the spheres of special knowledge, to acquire cultural-historic and social experience of

different countries and peoples.

In recent years inter-ethnic cooperation in Kazakhstan has undergone some changes. Our

management policy is aimed at strengthening the equality of the different nationalities of the

country, no matter which ethnic group they belong to. The principles of state language policy are

defined in the Constitution of the Republic of Kazakhstan, in the laws of the Republic of

Kazakhstan "On Education" and "On languages in the Republic of Kazakhstan" and in the "State

program of functioning and development of languages for 2011-2020." In accordance with the state

program of functioning and development of languages, language development strategy has three

main objectives:

1. expansion and strengthening of social and communicative functions of the state language; 2. preservation of common cultural features of the Russian language;

3. development of languages of ethnic groups [1]. Trinity of languages in the Republic of Kazakhstan is a concept aimed at further strengthening

of our country. A polylingual person will always be in demand in any society. This indicates its

competitiveness in today's society.

Kazakhstan President Nursultan Nazarbayev presented his idea of the use of three languages for

the first time in 2006 in his speech at the Assembly of People of Kazakhstan. In his 2007 annual

address themed "New Kazakhstan in a New World", the President proposed gradual implementation

of the "Trinity of languages" cultural project. In the 2008 address, he declared that the Government

should accelerate the implementation of the Trinity of languages project and should urgently

improve the quality of teaching the Kazakh language, as the state language that unites our entire

society [2]. Thus, the Kazakh language was determined as the state language, the Russian language

is now the language of interethnic communication, and the English language serves for integration

of our country into the world economy and global society. Apart from this, in his address to the

people of Kazakhstan Building the future together in 2011, the President stated, I always say that

knowing three languages is essential for the success of every Kazakhstani. Our task is to raise the

number of citizens speaking the state language up to 80% by 2017. I think, by 2020, the number of

Kazakhstanis speaking English should reach 20%. By decree 110 dated 29 June, 2011, the

President of the Republic of Kazakhstan approved the state program on the use and development of

languages in the Republic of Kazakhstan for the years 2011-2020. This program aims at increasing

53

the number of citizens knowing three languages (Kazakh, Russian, and English) at the following

ratio: up to 10% by 2014; 12% by 2017; and 15% by 2020. [3].

The main objective of this program is to maintain an effective language policy that will preserve

the languages of all ethnic groups living in Kazakhstan and ensure the extensive use of the state

language as an important factor strengthening the national unity. The state organ responsible for the

elaboration of this program is the Ministry of Culture of the Republic of Kazakhstan. After

Kazakhstan gained the independence, the Constitution of the country declared the Kazakh language

as the state language and the Russian language as the official language. The documents main

purpose was to preserve the interethnic integrity and to avoid the dysfunction of the language

environment of the society. That is why Russian was given the status of the language of friendship,

peace and interethnic communication. The growing awareness of the world community of the

contradiction between increased levels of multi-ethnicity of the social environment in which people

live and work, has led to the fact that a multicultural and multilingual education is increasingly

becoming an integral characteristic of modern trends of social and political development in the

world. This problem is inherent in the educational practices of different states. It shows its

significance and urgency.

One of the main strategic objectives is to preserve the best traditions of Kazakh education and

give school leavers international qualifications, develop their linguistic consciousness based on

knowing of state, native and foreign languages.

One of the objectives of education is familiarizing a younger generation with world-wide, global

values, the formation of adolescents ability to communicate and interact with other cultures in the

world. Due to the important role of language in the modern world, the question of language

teaching takes the leading role in our society. Teachers also need to know their own language and

the language of international communication - English. The main aim of school teachers is raising a

multicultural personality knowing the customs and traditions of its people, multilingual, able to

carry out communicative - activity-related operations in the three languages in all situations,

striving for self-development and self-improvement [4].

The policy of promoting multilingual education and its acceptance or non-acceptance differs

depending on the peculiarities of individual countries, timing and many other factors. The opinions

of the outstanding scholars may be viewed as:

* Multilingual education for majority of language students is effective in promoting functional

proficiency in a second and even third or fourth language at no cost to participating students' native

language development or academic achievement There is often a positive correlation between the

amount of exposure to the additional languages multilingual programmes and level of multilingual

proficiency, but not always

* Multilingual education is effective for the majority of language students with a variety of

learning characteristics, even for those that are at risk of poor performance in schools. More

specifically, it appears that multilingual acquisition is enhanced when students are given extended

opportunities to use the language interactively. It also appears that the functional use of the target

languages is generally effective in promoting multilingual competences, while instructional

strategies systematically raise awareness and create opportunities for students to learn new

languages

* Multilingual education in languages with distinct typologies and orthographic conventions can

be effective in achieving a school's linguistic an academic objectives, although there may be limits

on how far these languages can be used for instruction. [5]

For the implementation of multilingual teaching, we should first solve a variety of issues, such

as the study of international experience in multilingual education; the personnel training and their

availability; availability of material resources, and etc. Until proper solutions to these issues are

found, the implementation of the planned program will create a number of difficulties. We tried to

answer the question of how these issues are being solved now. Own experience is seen as not

enough. We need the foreign experience exchange. The state program (for 2011-2020) states, in

the process of elaboration of this program, the experience of more than 30 countries in legal

54

regulation of state language policies was examined . The program of development of education

system in the Republic of Kazakhstan for the years 2011- 2020 was approved for the purpose of

implementation of decree 922 of the President of Kazakhstan dated February 1, 2010 On the

strategic development of the Republic of Kazakhstan till 2020. According to this program, starting

from 2011, the multilingual teaching staff training is carried out. For this training, the state

compulsory education standard foresees the increase in number of credits for foreign languages in

the cycle of basic classes; and changes are introduced to the education programs. It is expected to

increase the number of teachers of natural sciences and mathematics speaking three languages up to

15% by 2020. The network of specialized secondary schools for gifted children has been also

formed. There are 33 schools teaching in three languages in the country today . In these schools,

mathematics, physics, chemistry, and biology are taught in English. Educational and cultural

activities to increase students' interest in the discipline and to improve the level of education and

self-discipline, as well as creative work weeks, creative work ten days, and other cultural events are

carried out in three languages. The issues of the multilingual teaching process are difficult and

comprehensive. The most pressing, spiritually and historically significant problem is promoting the

use of the Kazakh language on the whole territory of the state and in all social relations. It is also

important for upbringing the young generation. [6]

The Kazakh scientists' opinions on the trilingual policy can be divided into two parts: 1. Children

should learn three languages. But they should study only Kazakh till the age of 13. Then, they can

learn other languages. 2. Children learn languages quickly while they are small, so they should be

taught three languages from kindergarten.

Teaching math and sciences in English benefits both students and the global scientific

community. It equips students with a universal tool with which to contribute to future scientific

research. For example, schools in the Philippines teach Filipino history in Tagalog, but math and

science in English. Speaking with international students at MIT reveals that the Philippines is not

the only country that adopts this system. Many foreign students attest to the fact that learning

technical subjects in English enabled them to be admitted to, and thrive at an institution such as

MIT. In an increasingly competitive global economy, allowing foreign students to learn technical

subjects in English may even give the U.S. an edge in attracting the best and brightest from a global

pool of talent.

Furthermore, teaching humanities classes in the minority language would benefit both students and

their local communities. Studying their minority language in a cultural context would not only

enrich students cultural identities, but it would also cultivate their social relationships with people

of similar cultures. As revealed by a recent linguistic survey on German and Italian education in

schools in South Tyrol, friendships between students who are native speakers of different languages

encourages students to each others languages. Furthermore, the linguistic preservation and

revitalization that comes with teaching literature or history in a minority language would be

valuable to any community. [7]

In a globalized society, it is more important now than ever to both be communicative in the

dominant language common across global communities, as well as to preserve ones cultural

identity by retaining or learning ones minority language. A multilingual education would prepare

students for future professions, enrich their connection with their cultural heritage, and enhance

their social experiences.

The realization of multilingual education requires expansion of educational area, experience

exchange, improvement of linguistic capital of Kazakhstani people and formation of multilingual

personality which function effectively in conditions of globalization and pluralistic democratic

society.

Literature

1.The state program of development of languages in the Republic of Kazakhstan for 2011-2020.

Nazarbayev, N. A. New Kazakhstan in the new world // Kazakhstanskaya Pravda. - 33(25278). -

2007.

55

2. Presidential Address as of 27.01.2012: Socio-economic modernization is the main direction of

development of Kazakhstan

3. The state program of education development in the Republic of Kazakhstan for 2011-2020.

4. Iausheva E.G., Prospects of the development of polylingual education in the Republic of

Kazakhstan, http://group-global.org/ru/publication/29642-prospects-development-polylingual-

education-republic-kazakhstan-perspektivy

5. Duisebayeva, F.A , Thomas, M.B, Comparative Analysis of Theory and Practice behind

Implementation of Multiligualism and Multilingual Education in the Netherlands and Kazakhstan,

5th International Conference on Language, Education, and Innovation, 28th MAY, 2016

http://proceedings.icsai.org/5iclei/5iclei-91.pdf

6. Kulinka Y., Trinity of languages as the core component of independence in Kazakhstan,

http://group-global.org/ru/publication/29642-prospects-development-polylingual-education-

republic-kazakhstan-perspektivy

7. Aliev U.Zh. , Integration of Education System to the National Innovative Complex, Journal of

Internet Banking and Commerce, An open access Internet journal, Journal of Internet Banking and

Commerce, April 2016, vol. 21, no. S3

.., ..

68 - -

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http://group-global.org/ru/publication/29642-prospects-development-polylingual-education-republic-kazakhstan-perspektivyhttp://group-global.org/ru/publication/29642-prospects-development-polylingual-education-republic-kazakhstan-perspektivy

56

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