Kazakhstani Teachers’ Beliefs on Translanguaging: Evidence from a Trilingual Context

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dc.contributor.authorAmaniyazova, Aibarsha
dc.date.accessioned2020-08-06T08:44:27Z
dc.date.available2020-08-06T08:44:27Z
dc.date.issued2020
dc.description.abstractTeachers’ 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....
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/4853
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Education
dc.subjectTranslanguaging, beliefs, trilingual policy, CLILen_US
dc.titleKazakhstani Teachers’ Beliefs on Translanguaging: Evidence from a Trilingual Contexten_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

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