Trilingual education policy implementation in Kazakhstan: teacher's beliefs and classroom practices

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dc.contributor.authorIyldyz, L. B.
dc.date.accessioned2015-11-04T06:08:41Z
dc.date.available2015-11-04T06:08:41Z
dc.date.issued2014
dc.description.abstractTrilingual policy is actively pursued by authorities in Kazakhstan in response not only to sociolinguistic and political factors but also economic factors. The main site for implementing the policy is educational institutions (with an initial focus on the first stage of secondary schools). The overarching purpose of this qualitative PhD study is to examine the debate on the issue of trilingual education in Kazakhstan, to place that debate in a meaningful and useful context based on the international literature related to educational language policy and to contribute to policy, research, and practice in this area within the context of Kazakhstan.ru_RU
dc.identifier.isbn9786018046728
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/747
dc.language.isoenru_RU
dc.publisherNazarbayev Universityru_RU
dc.subjecttrilingual policyru_RU
dc.subjectsociolinguisticru_RU
dc.subjectpolitical factorsru_RU
dc.subjecteconomic factorsru_RU
dc.subjecteducational language policyru_RU
dc.titleTrilingual education policy implementation in Kazakhstan: teacher's beliefs and classroom practicesru_RU
dc.typeAbstractru_RU

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