English-Medium Education Reform in Kazakhstan: Comparative Study of Educational Change across Two Contexts in One Country

Autor/in	Karabassova, Laura
Titel	English-Medium Education Reform in Kazakhstan: Comparative Study of Educational Change across Two Contexts in One Country
Quelle	In: Current Issues in Language Planning, 22 (2021) 5, S.553-573 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karabassova, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2021.1884436
Schlagwörter	Language of Instruction; English (Second Language); Turkic Languages; Russian; Elementary Secondary Education; Institutional Characteristics; Educational Policy; Educational Change; Teacher Participation; Professional Development; Context Effect; Program Implementation; Multilingualism; Science Instruction; Foreign Countries; Kazakhstan + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Turkish; Türkisch; Russisch; Politics of education; Bildungspolitik; Bildungsreform; Mehrsprachigkeit; Multilingualismus; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Kasachstan
Abstract	The research reported in this paper explored the implementation of a language-in-education policy in post-Soviet Kazakhstan, also known as trilingual education reform. Drawing on interviews with teachers and school administrators, the paper comparatively examines how the teaching of Sciences through the medium of English was implemented across two different educational contexts in one country. The analysis shows that different processes were undertaken to involve teachers in the reform and get them to implement change. The network of elite Intellectual Schools approached language planning by exerting positive pressure, offering ongoing capacity building, emphasising core pedagogy, and providing opportunities for 'learning in context,' whereas the policy in the context mainstream schools was characterised by excessive speed, fragmented solutions and the failure to provide micro-level policy actors with sufficient tools to implement change. The paper argues that piloting results should be carefully considered before scaling up the reform to a larger context. Finally, the paper suggests core premises of educational change should inform language planning and policy decisions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01