Analyzing the Curriculum Content of Teaching English to Young Learners at Primary Schools in Kazakhstan

Abstract

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.