Trilingual education policy implementation in Kazakhstan: teacher's beliefs and classroom practices

Abstract

Trilingual policy is actively pursued by authorities in Kazakhstan in response not only to sociolinguistic and political factors but also economic factors. The main site for implementing the policy is educational institutions (with an initial focus on the first stage of secondary schools). The overarching purpose of this qualitative PhD study is to examine the debate on the issue of trilingual education in Kazakhstan, to place that debate in a meaningful and useful context based on the international literature related to educational language policy and to contribute to policy, research, and practice in this area within the context of Kazakhstan.