The Role of Multilingual Education in the Process of Kazakhstani Identity Formation

Zharkynbekova, Sholpan; Aimoldina, Aliya; Akynova, Damira; Abaidilda, Aliya; Kuzar, Zhanna

doi:10.1016/j.sbspro.2014.07.391

Cited by 2 publications

(2 citation statements)

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“…Governments emphasize national themes (history, heritage, culture, see e.g. Gaipov et al, 2013;Zharkynbekova et al, 2014). Simultaneously they try to make education more open to foreign influences, for example by trilingual education in Kazakhstan, where Kazakh, Russian and English language are taught as subjects from the first grade up to the 11th grade in Kazakh schools.…”

Section: Potential Solutionsmentioning

confidence: 99%

Education for Resilience: How a Combination of Systemic and Bottom-Up Changes in Educational Services Can Empower Dryland Communities in Africa and Central Asia

Pinxteren

Emirhafizović

Dailidienė

et al. 2020

Journal of Asian and African Studies

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We examined existing problems relevant for education in global drylands and discuss their potential solutions in four fields, crucial for properly functioning educational systems: (a) response to low population densities, (b) governance, (c) language of instruction and (d) mismatch between education and the labour market. Our analysis leads us to the formulation of nine policy recommendations that may help create an educational system that strengthens resilience of dryland communities in the face of ongoing climate change. Our recommendations underline the necessity to combine systemic solutions with bottom-up ideas and extrinsic help coming from involvement of diaspora and non-governmental organizations.

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Section: Potential Solutionsmentioning

confidence: 99%

Education for Resilience: How a Combination of Systemic and Bottom-Up Changes in Educational Services Can Empower Dryland Communities in Africa and Central Asia

Pinxteren

Emirhafizović

Dailidienė

et al. 2020

Journal of Asian and African Studies

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“…"/ "How does this diversity affect the titular nation and its selfidentity?" Zharkynbekova et al (2014), supported by Bekturganova's (2014), claim that most Kazakh youths and ethnic repatriates strongly agree with the government on trilingualism, and believe it will help maintain the unity of the people. In 2005, only 7.5% of urban Kazakhs were nationalists, and 19,9% called themselves national-patriots (Bekturganova, 2014).…”

Section: Introductionmentioning

confidence: 99%

Latinization of the Kazakh Alphabet: Implications for Education, Inclusion, and Social Cohesion in Kazakhstan

Bekzhanova

Makoelle

2022

Sage Open

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Kazakhstan’s decision to transition its Kazakh language from the Cyrillic to the Latin alphabet has serious implications for language policy, communication, education, inclusion, and social cohesion. This critical qualitative study, underpinned by a discourse-historical approach, employs critical discourse analysis to analyze statements of ex-President Nursultan Nazarbayev and semi-structured interviews with Kazakh language educators and social media articles to determine the nature and effects of the Latinization of Kazakh on social cohesion, inclusion, and inclusive education. The findings indicate that Latinization of Kazakh is gradually becoming more ethnically oriented, implying that the inevitable formation of included and excluded language groups. These patterns in society might undermine social cohesion and inclusion, hinder their maintenance and hamper efforts to achieve inclusive education, which prioritizes equality for all social groups through proper access to knowledge.

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The Role of Multilingual Education in the Process of Kazakhstani Identity Formation

Cited by 2 publications

References 0 publications

Education for Resilience: How a Combination of Systemic and Bottom-Up Changes in Educational Services Can Empower Dryland Communities in Africa and Central Asia

Education for Resilience: How a Combination of Systemic and Bottom-Up Changes in Educational Services Can Empower Dryland Communities in Africa and Central Asia

Latinization of the Kazakh Alphabet: Implications for Education, Inclusion, and Social Cohesion in Kazakhstan

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