Multilingual Education in the World and the Experience of Introduction in Kazakhstan

Abstract

The need for reflection and in-depth study of issues related to the multilingual policy, where the knowledge of the native language simultaneously stimulates knowledge and learning of other languages is obvious in the context of the dynamic changes taking place in Kazakhstan. Existing world models of multilingual education represent a wide range of forms, productive use of which depends on many factors (language situation, economic and social conditions, historical and cultural aspects and so on). There is no doubt that multilingual education programs conditioned by the logic of development of Kazakhstan and the process of international integration are in demand in the Kazakhstan's educational system. This is due to high academic motivation of students and practitioners conditioned by the desire to improve professional competence and competitiveness in the conditions of Kazakhstan's international integration. However, it should be noted that despite the measures taken for the implementation of multilingual education and the first positive results of the pilot models many issues related to the widespread introduction of multilingual education system in the country have not yet been resolved. The analysis of the languages functioning in Kazakhstan revealed the prerequisites for the formation of multilingual person. We defined language preferences of citizens, their value priorities, related to ongoing multilingual policy, the influence of non-native (studied) languages to their native languages by using sociolinguistic methods. All these measures have allowed seeing the prospects of strengthening and development of the state, Russian and English languages, effectiveness of the language policy and possible steps to resolve these problems.    

 

Keywords: Language policy; identity; Language situation; Language modernisation; Multilingual education; Multilingualism, Trinity of languages