Abstract:
Teachers’ choices as to how to conceptualize and accept translanguaging in the classroom are mostly influenced by their expectations and beliefs regarding this practice. However, research on whether Kazakhstani teachers acknowledge it as a legitimate pedagogical practice is still limited. The trilingual educational policy in Kazakhstan, based on using Kazakh, Russian and English as mediums of instruction - KMI, RMI, and EMI - and imposing the one subject/one language formula has sparked discussion as to whether or not to use translanguaging....
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