Language-in-Education Policy in Multilingual Education

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dc.contributor.authorAyazbayeva, Nazira
dc.date.accessioned2017-06-28T05:44:21Z
dc.date.available2017-06-28T05:44:21Z
dc.date.issued2017
dc.description.abstractLanguage policies and their aspects that impact societies and people are important social phenomena that are not well researched in multicultural and multilingual Kazakhstan. While previous research has investigated how language policies existing in Kazakhstan impact the development of plurilingual individuals (Syzdykbayeva, 2016), this article explores the theory behind the concepts of language policy and specifically language-in-education policy. It analyzes the past and current policies like the Trilingual Policy in Kazakhstan. Using Cooper’s (1989) framework of evaluating the language planning and policy and sought answers to the questions: Who plans what (language) practices for whom, how, under what conditions, and for what purpose?ru_RU
dc.identifier.citationAyazbayeva, N. (2017). Language-in-education policy in multilingual education. NUGSE Research in Education, 2(1), 12-15. Retrieved from nugserie.nu.edu.kzru_RU
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/2412
dc.language.isoenru_RU
dc.publisherNUGSE Research in Education, 2(1)ru_RU
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectlanguage policyru_RU
dc.subjectmultilingual educationru_RU
dc.subjecttrilingual education policyru_RU
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationru_RU
dc.titleLanguage-in-Education Policy in Multilingual Educationru_RU
dc.typeArticleru_RU

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