Kazakhstani Teachers’ Beliefs on Translanguaging: Evidence from a Trilingual Context
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Date
2020
Authors
Amaniyazova, Aibarsha
Journal Title
Journal ISSN
Volume Title
Publisher
Nazarbayev University Graduate School of Education
Abstract
Teachers’ choices as to how to conceptualize and accept translanguaging in the classroom are mostly influenced by their expectations and beliefs regarding this practice. However, research on whether Kazakhstani teachers acknowledge it as a legitimate pedagogical practice is still limited. The trilingual educational policy in Kazakhstan, based on using Kazakh, Russian and English as mediums of instruction - KMI, RMI, and EMI - and imposing the one subject/one language formula has sparked discussion as to whether or not to use translanguaging....
Description
Keywords
Translanguaging, beliefs, trilingual policy, CLIL