Multilingual education in the Republic of Kazakhstan: problems and perspectives
Table of contents: The Kazakh-American Free University Academic Journal №9 - 2017
Author: Muratbekkyzy Kymbat
, Kazakh-American Free University, Kazakhstan
The Republic of Kazakhstan
carries out a radical modernization of the education system, actively
implementing a policy of multilingualism in the educational process. Only a few
countries of the CIS develop multilingualism at the state level. Most of the
former Soviet Republics from the category of countries
with a strong bilingualism turned its language policy in the direction of monolingualism. In Kazakhstan the English language is
developing at the state level in accordance with the tasks set by the President
of Kazakhstan N. Nazarbayev. The initiative of the
head of state, the project "Trinity of languages" is implementing.
Multilingualism as a strategic priority of the education is also set in the
State program of education development for 2011-2020. By 2020, 100% of the
population of Kazakhstan
must speak the Kazakh language, and 95% Russian and 25% English, but there are
intermediate points of the report.
Now we can say that the
formation of Kazakhstan's
statehood and civil society is at the beginning of a new stage of its
development, qualitatively different from the previous one. On the one hand,
there are reasons to assert that during the first two decades of independence,
Kazakhstan had been successfully established the Kazakhstan model of
interethnic and interconfessional tolerance; largely
thanks to this such strategic objectives as the preservation of independence
and territorial integrity of the country, reaching of inter-ethnic and
inter-confessional peace and economic and political stability have been
successfully solved. On the other hand, at the moment the Kazakhstani public
and the expert community come to the realization that interethnic and
inter-confessional peace and harmony are only a necessary starting condition
for the successful consolidation of the society in a single political nation;
this realization of strategically important tasks of the new stage of
development of the country is reflected in the Doctrine of national unity of
Kazakhstan.
The strategic goal for
the new stage of development of the country lies not just in the future
maintaining of a achieved, but in the transformation of the Kazakhstan society
to a new qualitative state, which can be achieved through the knowledge of the
original culture and language of the Kazakh people and all other peoples living
on the territory of modern Kazakhstan.
On the way of
development of multilingualism in the education system there are already some
results. As noted in the speeches of the Minister of education and science of Kazakhstan, the
translation and publication in the national language of the best foreign
textbooks for University students will be implemented by the Ministry. Since
2004, an experiment on early teaching of foreign languages has been carrying
out in the country.
In a world practice, the
study of issues related to the problems of multilingualism and multilingual
education are studied comprehensively. Multilingual education is under scrutiny
of UNESСO. American psychological
Association conducts special studies on cognitive abilities of multilingualism
in pedagogy and policy. Issues of multilingualism, education and culture have
been considering annually at the meetings of the Commission of the European
Community since 2007. Moreover, the European Commission awards grants for
research on multilingualism with the use of e-learning. In the World Wide Web,
a considerable number of scientific articles on the role of Internet resources
in multilingual education have appeared.
Certain experience in
the implementation of multilingual education in the system of secondary and
higher education has accumulated in the educational space of Kazakhstan. It
is the experience of multilingual education in Nazarbayev
Intellectual schools, Kazakh-Turkish high schools, schools for gifted children
"Daryn" and others.
Currently there are over
30 schools with teaching in three languages. It is planned that the 476 schools
will move to a system of multilingual education, and 9 universities of the
Republic will carry out training on special subjects in English, the work on
the training of English teachers for secondary, technical and vocational, and
higher education in the framework of international scholarship of the President
RK "Bolashak" has already begun. One of the
major directions of modernization of system of training of the innovative staff
is the training of multilingual specialists for our state.
To perform the tasks of
development of multilingual education and integration into the world economic
and educational space, there is needed the involvement in the multilingual
training of a wide range of students, training of multilingual specialists, high
school teachers, University professors. This is especially important in
connection with the upcoming transition to 12-year education.
The study of the state
of multilingual education and the analysis show that a number of sequential
activities should be made, namely:
- to
study the actual situation of multilingual education in the Republic of Kazakhstan;
- explore the global
experience of implementation of multilingual education;
- to
develop a model of implementation of multilingual education in the aspect of
requirements of the State program of education development in the Republic of Kazakhstan for 2011-2020;
- to
develop a model of multi-lingual specialist.
The search for effective
ways of training multilingual staff indicates the need to resolve the following
issues:
- mismatch
of existing qualifications and characteristics to the requirements to
multilingual specialists;
- lack
of regulatory and program-methodological support of polylingual
education;
- the
absence of a unified concept of preparation of multilingual professionals based
on competence approach;
- insufficient
knowledge of foreign countries experience in the implementation of multilingual
education.
Multilingual education
is inextricably linked to the performance of the main parameters of the Bologna process, a
correlation and unification of curricula with the European standards of
education. As the implementation of the Concept of 12 years of education, as
one of the solutions, the implementation of the foundation program (the real
12th grade) with a focus on multilingualism and the study of the foundations of
fundamental Sciences that will be learned in the first year of study at the University, is proposed. In this case, a full curriculum of
preparation of bachelors is 5 years (1 year foundation program + 4 years
bachelor's). Starting from the second year, the training in specialized
disciplines is offered. Specialized disciplines need to be studied in the
following proportions: ½ in the state language, ¼ in Russian and
¼ in English for groups with the Kazakh education. For Russian-speaking
groups ¼ on the state language, ½ Russian, ¼ in English.
In this case, students can take General education unit and intensive language
training.
The Foundation program, firstly would solve the problem of multilingual
education, and secondly, the problem of transition to a 12-year education and,
thirdly, the problem of multilingual staff, who will lead the learning process
will be resolved in a short term. The modern system of education places high
demands on the teacher of the higher school, the quality of its activities
directly related to the quality of training of future specialists.
One of the effective
ways of initial training of multilingual staff is adding to the list of the
basic disciplines of standard curricula of such disciplines as
"Professionally-oriented foreign language, Professional Kazakh or
Russian".
In the multilingual
process big role is played by the state and official language. Currently, the
generation of the Kazakh speaking Kazakh youth has almost grown – both rural
and urban – that had already formed in the years of independence (years of
birth from the mid-late 1980s), who graduated from Kazakh schools, and if
continue their education, mostly in the Kazakh departments of universities.
These boys and girls have quite serious social expectations in language, and
develop an appropriate strategy. Unlike the generation of their parents, they
are much more painfully and more actively react to the fact that a significant portion
of their fellow citizens not only do not speak Kazakh, but do not even
understand the language.
The idea of formation of
the Kazakh language as the state became property of the public consciousness,
and has already been adopted seriously by a significant portion of society. The
government strictly monitors the implementation of the "Law on
languages". There are dramatic changes of expanding the functions of the
Kazakh language.
The Russian-speaking
population of our country, which are mainly concentrated in the major cities of
the country, needs not only to master the Kazakh language, to communicate and
to answer the test questions, but they should be able to think in that
language. (Under the Russian-speaking population, I also mean Kazakhs who do not
speak their native language). Therefore, our most important task in this
question is to attract the Russian-speaking population to the study of the
Kazakh culture and their active involvement in educational and cultural life in
the state language. It is necessary to maintain the life of the Kazakh language
as the natural language of national creativity.
The implementation of
the main tasks on multilingual education in the framework of the State program
of education development in the Republic
of Kazakhstan for
2011-2020, as we all know, requires thoughtful organizational and institutional
arrangements. It is therefore necessary to create a coordinating scientific and
methodical Republican center (Institute) of the development of multilingualism,
the tasks of which will be:
- analysis
of the language situation in educational institutions;
- development
of the conceptual foundations of multilingual education and training of
multilingual staff;
- organization
of pedagogical experiment on improvement of learning in three languages, as
well as dissemination of the results of the experiment;
- the
use of electronic e-learning training for the effective preparation of
multilingual staff.
Due to the diversity and
multi-dimensionality, the problem of multilingualism needs to have focused the
attention of scientists of different scientific schools. Therefore, the Center
of multilingual education needs to be multidisciplinary. Implementation of
multilingualism is needed in constant scientific support. In this regard, it is
necessary to analyze sociolinguistic and intercultural factors influencing the
development of multilingualism in Kazakhstan. This will provide an
opportunity to identify the real situation of multilingual education with a
view to the further preparation of proposals and comments on the preparation of
multilingual staff.
It is necessary to learn
the advanced experience of the leading multilingual countries (Canada, USA,
France, Switzerland, Belgium,
Finland, Singapore, Malaysia).
Systematization and generalization of world experience of multilingual
education, introduction of effective learning methods at each level of
education will allow the Centre of multilingualism:
– to
develop a detailed proposals for the implementation of the most modern methods
and technologies of teaching in the polylingual
teaching;
– to
improve the level of professionalism of teachers, which in turn will affect the
quality of the preparation of multilingual staff;
– to
increase the competitiveness of alternative language education programs.
Learning languages in
the educational system of Kazakhstan
has established tradition: a teaching material for teaching Kazakh and Russian
languages as a second foreign is developed by professors of leading universities
of Kazakhstan
- Kazakh national University al-Farabi KazNPU named after Abay, foreign
languages KazUIR & WL named after Abylai Khan. Experimental platforms for the implementation
of multilingual education in our Republic, as we know, are Karaganda
state University named after E.A. Buketov and the Kazakh University
of international relations and world languages named after Abylai
Khan. The Associations on cross-cultural communication watch closely over the
evolution of language policy in Kazakhstan,
and are interested in developing theoretical and methodological base.
Multilingualism as an
important direction of the development of mankind has been aware for a long
time. Today it is impossible to imagine that somewhere else there are countries
where people speak only one language. In reality, there are no civilized
countries where once only one nation.
Kazakhstan is a multinational country. People
of different ethnicities live here like one big happy family, get acquainted
with the languages of other nationalities and learn their languages.
An important strategic
objective of education in Kazakhstan
is, on the one hand, the preservation of the best of Kazakhstani educational
traditions, on the other, ensuring the graduates of schools with international
qualifications, the development of their linguistic consciousness, based on the
master of the state, native and foreign languages.
Kazakhstan pays great attention to the study
of the languages of the peoples of this country. Here Kazakh is the state
language, and Russian is the language of interethnic communication. On the
state program textbooks of a new generation are published in the country in six
languages: Kazakh, Russian, Uigur, Uzbek, Turkish and
German. Foreign languages are studied in all schools. Considering, that
training in schools, colleges and universities is carried out in the state
Kazakh language and in the language of interethnic communication, Russian and
the curricula of all educational institutions provide the study of not only
Russian, but at least, one more foreign language, then we can say that
Kazakhstan has already formed a bilingual situation and the trend of
multilingual education.
The President of the
Republic of Kazakhstan N. Nazarbayev, in his address
to the nation in 2009, "New Kazakhstan in a new world" noted that in
order to ensure the competitiveness of the country and its citizens, proposed
phased implementation of the cultural project "Trinity of languages",
according to which it is necessary to develop three languages: Kazakh as the
state language, Russian as the language of interethnic communication and
English as the language of successful integration into the global economy.
In the
opinion of the President Nazarbayev "... Kazakhstan is
unique and strong in its multiethnicity. His land
formed a unique multicultural space... Multiculturalism of Kazakhstan is a
progressive factor in the development of society. Eurasian roots of the peoples
of Kazakhstan allow to
connect Eastern, Asian, Western, European flows and create unique Kazakhstan
variant of the development of multiculturalism".
Multilingualism is the
basis of formation of the polycultural personality.
Multilingual person is a person who speaks, understands and capable in various
situations to use foreign languages. Learning a foreign language does not mean
getting education. About multilingual education we can say in those cases, when
studying a foreign language are taught in other
disciplines, e.g., literature of the studied language, geography, etc.
To achieve international
standard level of proficiency in several foreign languages, the concept of
multilingual education was formulated. It involves the formation of
poly-lingual personality with a certain selection of content, learning
principles, the development of special technology using multilingual
phrasebooks, dictionaries and educational literature, which would indicate the
similarities and differences between basic, intermediate and new language
learning. In new technologies of training it is necessary to ensure the
identity of the content of learning second and third languages, starting with
universal linguistic phenomena to move to a specific.
Levels of formation of
the polylingual personality are to some extent
conventional, as they can have a variety of combinations. Fundamental purpose
of foreign language teaching is the formation of multicultural and multilingual
personality with informational, communicative and intellectual needs, skills
and competencies that will enable it to operate successfully in the conditions
of intercultural communication and vocational language activities.
Based on the theory of
Y.N. Karaulova, the model of Willingness, some levels
of a language personality are distinguished.
The
model of Willingness. Verbal-semantic level of the polylingual personality.
1. Willingness to
pronunciation, perception and discrimination of sounds, sound combinations of
French and Russian:
– willingness
to distinguish word boundaries, to feel and distinguish the specificity of the
French accent (on last syllable), and Russian (rolling);
– willingness
to distinguish between intonational structures
digestible language.
2. Willingness to
nominations using the iconic system of three languages (the ability of the
individual to the Association with the objects and phenomena of sound systems
of three languages):
– willingness
to the choice of words in three languages;
– willingness
to use linguistic terminology in the target languages.
Thesaurus
level of the multilingual individual.
Readiness for the
reception of grammatical structures of French and Russian:
– willingness
for speech in Vietnamese, French and Russian languages;
– mastering the rules of
spelling;
– willingness
for writing in three languages;
– willingness
to understand and to reproduce the speech grammar model.
Motivational
level of the polylingual personality.
4. The quality of the
reading and retelling:
– willingness
to produce and perceive the texts of everyday use– mastery of the tempo of
spontaneous speech;
– willingness
to maintain a dialogue, to distinguish between replica, ask questions;
– willingness
to retell the text read;
Multilingual competence
is not just the knowledge of several foreign languages. Multilingual competence
is the possession with the system of linguistic knowledge, the ability to
identify similar and different in the linguistic organization of different
languages, the understanding of the mechanisms of the language and algorithms
of speech acts, possession of meta-cognitive strategies and well-developed
cognitive ability. Multilingual competence is not the sum of knowledge of
specific languages, but is a single complex, often asymmetrical configuration
of competencies, which supports the user. It improves the understanding of the
methods and process of studying foreign languages and develops the ability to
communicate and act in new situations. Multilingual competence makes possible
and successful the operation of self-mastery of the basics of a previously
unknown languages so that the competence of multilingualism may be seen not
only as a possession of several foreign languages, but also as the ability to
learn foreign languages, possession of a "sense of language", the
desire and ability to independently learn foreign languages.
The years of development
of sovereign Kazakhstan
shows that bilingualism and multilingualism in society not only infringe upon
the rights and dignity of the Kazakh language, but also creates all necessary
conditions for its development and progress. But it depends on well thought-out
language policy of the President Nazarbayev and the
state and the capacity of the nation to preserve and develop the culture,
history and language of the Kazakh people.
The concept of language
policy of the Republic
of Kazakhstan determines
the Russian language as the main source of information on different areas of
science and technology, as a means of communication with the near and far
abroad. The development of the state, Kazakh, language, the preservation and
development of Russian, the implementation of a policy of multilingual
education – these tasks are important but difficult. It is possible to solve
this problem only together, with the effort of all members of society.
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Table of contents: The Kazakh-American Free University Academic Journal №9 - 2017
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