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CHALLENGES AND PROSPECTS OF INCLUSIVE EDUCATION IN KAZAKHSTAN: A CRITICAL REFLECTION ON POLICY IM-PLEMENTATION AT A MAINSTREAM SCHOOL
(Nazarbayev University Graduate School of Education, 2025) Shaken, Madina
After ratifying the UN Convention on the Rights of People with Disabilities (UNCRPD) as part of its “Future without Barriers” initiative (2015), Kazakh-stan implemented inclusive education by aiming to make most of its schools inclusive (Allan & Omarova, 2021). The historical context of education in Kazakh-stan, particularly during the Soviet era, involved stigma-tizing students with special needs in separate institu-tions, influencing societal perceptions and creating bar-riers to inclusive education (Rollan, 2021). In this paper I will critically review the application of the inclusive education policy in practice in one of the mainstream school in Astana city.
CRITICAL REFLECTION EXPLORING MULTILINGUAL IDENTITY: AN AUTOETHNOGRAPHY PROJECT
(Nazarbayev University Graduate School of Education, 2025) Chuteneva, Dana
Language is a potent force transcending mere words; it influences our thoughts, actions, and identities. Multilingualism provides a distinctive perspective for individuals to traverse cultures and facilitate personal development. Garcia (2009), for example, contends that multilingualism undermines strict linguistic barriers, enabling individuals to navigate cultural and social con-texts easily. This autoethnography examines my experi-ences as a Kazakh, Russian, English, German, Italian, and Polish speaker. Grounded in four theories, namely critical multilingual language awareness (CMLA) (Cummins, 2023), sociocultural theory (Vygotsky, 1978), language learning investment (Norton, 2013), and Garcia’s and Kano’s (2014) translanguaging theory, I examine how multilingualism has shaped my identity, relationships, and perspective.
EDUCATIONAL BORROWING IN KAZAKHSTAN
(Nazarbayev University Graduate School of Education, 2025) Zakirova, Zhanel; Pazylbekova, Aigerim; Zharmukhambetova, Malike; Kamelat, Zhanerke
This article aims to analyze Kazakhstan’s experience with educational policy borrowing, focusing on language reforms im-plemented since its independence in 1991. It reviews existing literature on this topic to examine the three stages in the policy adoption process: passive policy borrowing, haphazard policy transfer, and institutionalized transfer of traded international policies. Moreover, it delves into the reasons behind Kazakhstan’s engagement in policy borrowing, highlighting the influ-ence of globalization, modernization, and neoliberalism. Despite the government’s aspirations to enhance global competitive-ness, the article underscores the problematic aspects of policy borrowing, emphasizing the importance of contextual consider-ations. The challenges in implementing trilingual education, English medium of instruction (EMI), and Content and language integrated learning (CLIL) are explored, revealing a predominantly top-down approach that sidelines teachers. To address these issues, the article proposes recommendations, emphasizing the need for a comprehensive understanding of the local context, promoting multilingualism, and fostering collaboration between policymakers and educators. The goal is to create a more inclusive, context-sensitive, and sustainable approach to educational reform in Kazakhstan. A key limitation of this re-view is that it does not cover more recent policies beyond the fall of 2023
DIGITAL TECHNOLOGIES IN GROUP WORK OF HIGH SCHOOL STUDENTS
(Nazarbayev University Graduate School of Education, 2025) Tileukhan, Dariya
This study explores how technology, specifically artificial intelligence (AI), can help high school students in Kazakh-stan improve their English-speaking skills. Despite efforts to encourage multilingual learning, many students face challenges like limited vocabulary and fear of speaking English. The research tested AI tools, ChatGPT and AILA, in the classroom, comparing a group of students using these tools with another group learning through traditional methods. The results showed that students using AI improved their speaking skills, participated more in lessons, and felt more motivated. The study high-lights how AI can make learning more personalized and interactive, helping students practice in a supportive environment. It also suggests ways teachers can use technology effectively in language lessons and considers ethical issues like privacy. The findings support using AI tools to make English lessons more engaging and effective, offering ideas for future research on how to use these technologies in schools.
PARENTAL INVOLVEMENT IN PRIMARY SCHOOL STUDENTS’ ENGLISH LANGUAGE EDUCA-TION IN KAZAKHSTAN
(Nazarbayev University Graduate School of Education, 2025) Yerkin, Dinara
To improve the quality of education, it is important that parents participate in the education of children. The primary objective of this study is to examine the different forms of parental involvement in the English language learning process of children in Kazakhstan and to identify the challenges parents encounter in offering support, utilizing a qualitative research methodology. To collect relevant information, a semi-structured interview was conducted with seven parents living in Astana. Questions were asked and analyzed in relation to Epstein’s Typology of Parental Involvement. According to the results, all parents noted the importance of children’s learning English for their children’s future lives. In addition, the findings demonstrated that the study sample’s parental participatory action types were mainly in line with Epstein’s Typology. To be specific, Epstein identi-fies six types of parental involvement. This research found that parents engaged in four types similar to those in Epstein’s the-ory: home-based support, such as providing English books and educational apps; school communication, including regular engagement with teachers; community engagement, like utilizing libraries and language centers; and learning facilitation, which involves encouraging independent study habits and a positive attitude toward English learning. However, two types from Epstein’s model were not observed among parents. Interestingly, the study also identified two additional forms of paren-tal involvement that go beyond Epstein’s Typology. Based on the findings, it is suggested that the school should help parents with resources for home learning and involve them in school activities, while teachers should communicate regularly with par-ents and create fun English learning events. Parents should connect with community groups for extra learning opportunities.