Towards English-Medium Transition: Exploring Curricular and Instructional Adaptations in a Private School in Kazakhstan

Abstract

Kazakhstan has a predominantly bilingual, Kazakh – Russian, population. Consequently, these two languages are traditional media of instruction (MoI) at secondary school. The idea of trinity of languages, promoted by the government since the 2010-s, introduced the third MoI - English, as a tool for modernization and internationalization of education. At secondary school English was assigned for teaching science subjects in higher grades. However, the reform aimed at English-medium instruction (EMI) at public schools was successfully realized only in elite state networks, while at mainstream schools it encountered such significant challenges that it was suspended for an indefinite period. Alongside public sector, EMI is implemented in various forms at private schools. Research on EMI at private sector in Kazakhstan remains limited; in particular, there is a lack of studies that conceptualize EMI transition as a systemic process involving interrelated policies, as well as curricular and instructional adaptations that enable a gradual shift from students’ first language (L1) to full EMI. The purpose of this case study was to investigate how internal policies, curricular and pedagogical adjustments facilitate the transition from students’ L1 to English in a private school in Kazakhstan, drawing on Cummins’ (2000) distinction between early- and late-exit models of transitional bilingual education as a theoretical lens. The study adopted a qualitative design, drawing on semi-structured interviews with school administrators and teachers, as well as document analysis of the school’s website and institutional materials. The findings indicated that the school employs a hybrid model implying integration of state and international curricula and late-exit bilingual education. The school’s curriculum is also modified by the introduction of additional subjects in English, early start of English language classes and increased number of hours. The findings also reveal acceptance of bilingual instruction, cross-curriculum approach, promotion of teacher collaboration, and enhanced attention to students’ wellbeing as a policy and as a pedagogical strategy. It may be concluded that EMI transition at secondary schools needs a more systemic approach, possible modifications of English curriculum, increased institutional support of interdisciplinary collaboration. Moreover, the study advocates for early preparation for EMI through integration of language and content by subject and language teachers, as well as for a gradual increase in the proportion of instruction in English, rather than the abrupt implementation of full EMI.