Challenging aspects of Kazakhstan’s trilingual education policy: evidence from a literature review

Sarmurzin, Yerbol; Amanzhol, Nazerke; Toleubayeva, Kamshat; Zhunusova, Marina; Amanova, Aray; Abiyr, Akbota

doi:10.1007/s12564-023-09823-7

Cited by 4 publications

(4 citation statements)

References 36 publications

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“…The QS rankings, which give weight to international student and faculty ratios (QS Top Universities, 2021), show an increase from 10 Kazakh universities in 2020 to 21 by 2024 (QS World University Rankings, 2024) (Table 1). This growth aligns with the "Trinity of Languages" initiative, emphasizing English as a key language (Karabassova and San Isidro, 2023;Sarmurzin et al, 2023). Karabassova (2020a) calls this "an ambitious national languagein-education policy" (p. 37).…”

Section: Literature Reviewmentioning

confidence: 76%

“…Kazakhstan's EMI expansion is part of its strategy to boost global competitiveness in higher education, as observed by Tsou and Kao (2017). This is reflected in the increasing presence of Kazakh universities in the QS World University Rankings and the government's focus on English proficiency (Karabassova and Oralbayeva, 2023;Sarmurzin et al, 2023). The QS rankings, which give weight to international student and faculty ratios (QS Top Universities, 2021), show an increase from 10 Kazakh universities in 2020 to 21 by 2024 (QS World University Rankings, 2024) (Table 1).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In recent decades, scholars have extensively explored the different dimensions of EMI programs. These include (1) language policy and planning (Karabassova, 2021; Kerimkulova et al ., 2023; Sah and Fang, 2023; Goodman and Karabassova, 2018), (2) teaching and learning processes (Goodman et al ., 2023; Richards and Pun, 2022), (3) perceptions of different stakeholders towards EMI (Al-Riyami and Dayananda, 2022; Goodman et al ., 2022), (4) challenges and concerns (Hajar and Mhamed, 2021; Hajar et al ., 2023; Pun et al ., 2023; Sarmurzin et al ., 2023), (5) teachers' perspectives and training (Deroey, 2023; Macaro and Han, 2020; Karabassova, 2018), (6) student motivation and attitudes (Kojima, 2021; Turhan and Kirkgöz, 2018), (7) discourse of emotions (Hillman, 2023; Sah, 2023a, b; Yuan et al ., 2023), and so on. Initial research conducted in regions such as Hong Kong, where English has been the primary medium of instruction for a considerable period, indicated predominantly favorable perceptions towards EMI, as reported by Evans and Morrison (2011).…”

Section: Literature Reviewmentioning

confidence: 99%

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“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

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PurposeAs a result of the ongoing globalization and commercialization of higher education, English is increasingly being used as the language of instruction in universities across the globe. Despite the growing popularity of English-medium instruction (EMI) for academic subject instruction in Kazakhstan, there is limited research on regional university undergraduate students' attitudes towards learning EMI. This article explores a case study of a chemistry undergraduate program in Kazakhstan, where EMI is used. This study seeks to identify beliefs related to EMI, student attitudes and the challenges faced when studying science in English.Design/methodology/approachQualitative data were collected using open-ended questionnaires and semi-structured interviews with individuals selected using purposive sampling, which were then triangulated using classroom observations. The study employed a thematic analysis methodology to examine the gathered data, which included transcripts from interviews, audio logs from classroom observations and survey responses.FindingsFollowing an in-depth look at the main themes, there were a variety of codes that made more sense when arranged in one of the four primary groups. These categories primarily focused on the possible obstacles that may be encountered when adopting EMI in Kazakhstan's higher education institutions. They are as follows: linguistic, managerial, cultural and emotional.Originality/valueThe results of this study will contribute to the development of improved EMI policies and practices that are more comprehensive, equitable and efficient.

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Section: Literature Reviewmentioning

confidence: 76%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Amanzhol,

Amanova,

Kerimbekova

et al. 2023

AEDS

Self Cite

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“…The Ministry of Education of Kazakhstan (henceforth referred to as the MoE) suggested radical changes to the country's educational system in 2001 in response to rising concerns with the current system (Sarmurzin et al 2021). Hence, the government of Kazakhstan enacted a set of educational reforms intended to increase academic achievement levels (Sarmurzin et al, 2023a). The Law on the Status of Teachers, which was approved on December 27, 2019, is a key part of the government's drive to modernize education and enhance the status of the teaching…”

Section: Policy Measuresmentioning

confidence: 99%

Enhancing Teacher Status in Kazakhstan: The Role of School Leaders and Legislative Measures

Sarmurzin

2024

Preprint

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This article presents research on the role of school leaders in improving teachers’ status in Kazakhstan. The research uses a mixed-methods approach, integrating data from questionnaires and semi-structured interviews. The findings demonstrate a positive attitude towards legislative measures. Nevertheless, there is a gap between policy and reality, since school leaders often violate legal obligations. The study highlights the vital role of school leaders in offering support and chances for professional growth, which greatly impacts teachers' views of their standing and level of work satisfaction. In addition, the research reveals that the built environment of schools and their academic rankings have a role in determining the social status of teachers. The results underscore the significance of successful policy implementation, increased support from school administrators, and a concentration on teacher welfare to raise their professional status. The findings of this study are of great importance for policymakers, school administrators, and educators.

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Global discourse of restorative justice studies: an analysis of three decade bibliometric analysis (1993-2022)

Gustina,

Sunatri,

Rogers

et al. 2023

Contemporary Justice Review

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Challenging aspects of Kazakhstan’s trilingual education policy: evidence from a literature review

Cited by 4 publications

References 36 publications

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

“My expectation did not meet reality”: challenges of undergraduate students in English-medium instruction in Kazakhstan

Enhancing Teacher Status in Kazakhstan: The Role of School Leaders and Legislative Measures

Global discourse of restorative justice studies: an analysis of three decade bibliometric analysis (1993-2022)

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