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Recent Submissions

Access status: Open Access ,
Қазақстан республикасы жоғары оқу орындарындағы гендерлік білімнің ғылыми концепциясы: теориялық- методологиялық негіздері
( "Булатова А.Ж.", 2025) Агабекова, Жазира Агабековна; Жаркынбекова, Шолпан Кузаровна; Калкеева, Қамарияш Райхановна; Сулейменова, Жаркынбике Нуаевна; Салимжанова, Айжан Сериковна; Камилова, Елизавета Ерболовна
Монографияның мақсаты – қазақстандық білім беру кеңістігінде қалыптасқан гендерлік білім берудің теориялық және методологиялық негіздерін тереңдету ғана емес, оны одан әрі дамытудың жаңа, ғылыми негізделген, заманауи әділеттік мен сын-қатерлерге бейімделген тұжырымдамасын ұсыну. Ұжымдық монографияның басты назары жоғары оқу орындарында гендерлік білім беруді енгізу және жетілдіру мәселелерін жан-жақты зерттеуге бағытталған. Монография барлық деңгейдегі және типтегі оқу орындарының оқытушыларына, гуманитарлық-педагогикалық бағыттағы магистранттар мен докторанттарға және гендерлік проблеманы зерттеушілерге арналған.
Access status: Open Access ,
Analyzing the Curriculum Content of Teaching English to Young Learners at Primary Schools in Kazakhstan
(Nazarbayev University Graduate School of Education, 8 (1), 2025) Tapayeva, Ainura
In the context of globalization, English proficiency is widely regarded as a pathway to improved social mobility and economic prospects (e.g., Rao & Yu, 2019). The rapid expansion of Teaching English to Young Learners (TEYL) in primary schools globally reflects this key motivation (Hu, 2007; Rich, 2014). These programs aim to prepare individuals to participate more effectively in the global economy by fostering strong English skills. In this context, the implementation of TEYL in primary schools in Kazakhstan (Grades 1-4) can be understood as a step that follows global trends and as a need to equip Kazakh- stan’s young generation with the necessary language skills for competing in the global economy (e.g., Kambatyrova et al., 2022). Initially, TEYL was launched in 2004 with a pilot program conducted in 32 mainstream schools and 165 specialized schools for gifted students, where English was introduced as a subject beginning in Grade 2 (Kambatyrova et al., 2022). Following the program’s success, English became part of the curriculum for all schools nationwide, starting from Grade 1 in the 2013–2014 academic year (Angliiskii yazyk, 2012). Despite the successful results of the piloting program, the implementation of TEYL nationwide created many challenges and sparked divergent reactions among stakeholders (e.g. Kazakhstan Today, 2022). According to Zhetpisbayeva et al. (2016), the implementation of the TEYL at the very beginning lacked sufficient preparation and the country was ill-equipped for widespread promotion of TEYL. These then created issues, such as inconsistencies in curriculum and assessment practices, the availability and suitability of learning materials tailored to young learners’ needs, and insufficient teacher preparation (Kambatyrova et al., 2022). Additionally, frequent changes in policy and curriculum implementation (e.g.,Lykova, 2022) have created instability and uncertainty, making it difficult for educators and institutions to maintain consistent teaching standards and effectively support young learners.
Access status: Open Access ,
Critical Analysis of the Japanese Language Studies Curriculum in Kazakhstan’s Universities
(Nazarbayev University Graduate School of Education, 8 (1), 2025) Berikuly, Madiar
Japanese language and cultural studies have been integral to Kazakhstan’s multilingual education landscape, driven by a growing interest in Japanese pop culture, history, and professional opportunities. As of 2020, eight institutions in Kazakhstan offer Japanese language education, which provide specialized programs supported by a dedicated faculty of forty educators (Ayako, 2017). However, the curriculum and materials currently used in Japanese Studies programs in Kazakhstani universities rely heavily on outdated resources and traditional teaching methods. These inadequacies hinder students from developing practical language skills and engaging meaningfully with modern Japanese culture. The present critical analysis aims to reveal the current issues with the curriculum of Japanese language studies at two major universities in Kazakhstan with programs specifically designed to teach Japanese as L2. Furthermore, this analysis will propose possible solutions to the challenges faced by Japanese language programs, including modernizing teaching materials, incorporating practical language learning strategies (LLS), and leveraging technological advancements (Oxford, 1990; Oxford et al., 1993). By implementing these changes, such programs can better equip students for academic, cultural, and professional success, fostering deeper language acquisition. Kazakhstan is home to over 130 ethnic groups, which makes it a multilingual and multicultural nation (Goodman et al., 2021). The government’s multilingual education policies emphasize the importance of mastering Kazakh, Russian, and English to prepare citizens for a globalized world. However, as Japan remains a key economic and cultural partner, students increasingly seek Japanese language education (Ayako, 2017). Universities first adopted the Japanese language programs in Kazakhstan in 1992. Currently, the Japanese language is being taught to students of Oriental studies and to students from other departments such as international relations and translation studies. According to the curriculum documents, these programs introduce students to Japanese grammar, literature, and history. However, the curriculum documents reveal that the educational programs at these universities rely on textbooks like Minna no Nihongo, which emphasize rigid grammar structures, rote memorization, and artificial dialogues, offering minimal engagement with real-life language use or contemporary cultural contexts.
Access status: Open Access ,
The Role of Language Teacher Identity in Kazakhstan’s Trilingual Education Policy
(Nazarbayev University Graduate School of Education, 8 (1), 2025) Mukanov, Ilyas
The purpose of this paper is to underscore the critical role of language teacher identity in implementing Kazakhstan’s trilingual education policy. While the policy sets ambitious linguistic targets, teachers ultimately determine how well these targets translate into classroom realities. Exploring teacher identity helps illuminate why certain aspects of trilingual education succeed and why others fall short, and demonstrates why supporting teacher identity is essential for more effective policy outcomes. The paper first examines the concept of language teacher identity within multilingual contexts, highlighting its influence on teaching beliefs, choices, and practices. It then discusses the importance of teacher education for nurturing teachers’ identity awareness and explores how current programs in Kazakhstan often overlook this dimension. Following this, the paper addresses practical concerns about integrating identity-focused content into already demanding teacher training curricula, showing how small, incremental changes can yield significant benefits. Next, it presents a workshop template that integrates identity reflection into professional development for trilingual educators. The paper concludes by reinforcing the necessity of supporting language teacher identity to realize the ambitions of Kazakhstan’s trilingual policy.
Access status: Open Access ,
An Autoethnographic Insight into My Multilingual Development
(Nazarbayev University Graduate School of Education, 8 (1), 2025) Urazmetova, Perizat
This autoethnographic study traces my multilingual journey through Uzbek, Russian, Kazakh, and English, set against Uzbekistan’s complex linguistic landscape. Growing up in a rural Kazakh community, I navigated the interplay of heritage, colonial, and global languages, each shaping my identity and literacy in distinct ways. My early exposure to multiple languages—supported by family, education, and societal forces—highlighted both the challenges and advantages of multilingualism. As I transitioned into teaching, I shifted from rigid, grammar-focused methods to more inclusive approaches like translanguaging, recognizing students’ linguistic repertoires as assets rather than barriers. My experiences in higher education further deepened my understanding of language policy, power dynamics, and the need for equitable multilingual pedagogies. Through personal reflection, I explore how multilingualism fosters cognitive flexibility, cultural connection, and academic opportunity while advocating for educational practices that honor linguistic diversity. This narrative explores the transformative power of multilingualism in shaping identity, learning, and teaching in an interconnected world.