Running head: Reform of Latinization of Kazakh alphabet ©Copyright by Abay Seitkadyrov, 2020 Perspectives of Kazakh Language Teachers towards the Reform of the Latinization of the Kazakh Alphabet in One School in South Kazakhstan Abay Seitkadyrov Submitted in partial fulfillment of the requirements for the degree of Master of Science in Educational Leadership Nazarbayev University Graduate School of Education June, 2020 Word Count: 19556 words REFORM OF LATINIZATION OF KAZAKH ALPHABET i Author Agreement By signing and submitting this license, I, Abay Seitkadyrov (the author or copyright owner), grant to Nazarbayev University (NU) the non-exclusive right to reproduce, convert (as defined below), and/or distribute my submission (including the abstract) worldwide in print and electronic format and in any medium, including but not limited to audio or video. I agree that NU may, without changing the content, convert the submission to any medium or format for the purpose of preservation. I also agree that NU may keep more than one copy of this submission for purposes of security, back-up and preservation. I confirm that the submission is my original work, and that I have the right to grant the rights contained in this license. I also confirm that my submission does not, to the best of my knowledge, infringe upon anyone’s copyright. If the submission contains material for which I do not hold copyright, I confirm that I have obtained the unrestricted permission of the copyright owner to grant NU the rights required by this license, and that such third-party owned material is clearly identified and acknowledged within the text or content of the submission. IF THE SUBMISSION IS BASED UPON WORK THAT HAS BEEN SPONSORED OR SUPPORTED BY AN AGENCY OR ORGANIZATION OTHER THAN NU, I CONFIRM THAT I HAVE FULFILLED ANY RIGHT OF REVIEW OR OTHER OBLIGATIONS REQUIRED BY SUCH CONTRACT OR AGREEMENT. NU will clearly identify my name(s) as the author(s) or owner(s) of the submission, and will not make any alteration, other than as allowed by this license, to my submission. I hereby accept the terms of the above Author Agreement. Author’s signature: Date: June 23, 2020 REFORM OF LATINIZATION OF KAZAKH ALPHABET ii Declaration I hereby declare that this submission is my own work and to the best of my knowledge it contains no materials previously published or written by another person, or substantial proportions of material which have been submitted for the award of any other course or degree at NU or any other educational institution, except where due acknowledgement is made in the thesis. This thesis is the result of my own independent work, except where otherwise stated, and the views expressed here are my own. Signed: Date: June 23, 2020 REFORM OF LATINIZATION OF KAZAKH ALPHABET iii Ethical Approval Nazarbayev University Graduate School of Education www.nu.edu.kz 53 Kabanbay Batyr Ave. 010000 Nur-Sultan, Republic of Kazakhstan 29 October 2019 Dear Abay This letter now confirms that your research project entitled: Perspectives of Kazakh Language Teachers towards the Reform of the Latinization of the Kazakh Alphabet in One School in South Kazakhstan has been approved by the Graduate School of Education Ethics Committee of Nazarbayev University. You may proceed with contacting your preferred research site and commencing your participant recruitment strategy. Yours sincerely Elaine Sharplin Chair of the GSE Research Committee Professor Graduate School of Education Nazarbayev University Block C3, Room 5006 Office: +7 (7172) 70 9371 Mobile: +7 777 1929961 Email: elaine.sharplin@nu.edu.kz http://www.nu.edu.kz/ mailto:elaine.sharplin@nu.edu.kz REFORM OF LATINIZATION OF KAZAKH ALPHABET iv CITI Training Certificate REFORM OF LATINIZATION OF KAZAKH ALPHABET v Acknowledgments I would like to express my sincere gratitude towards my supervisor – Professor Elaine Sharplin, for her excellent guidance, extensive feedback, endless support, and motivation to proceed at every stage. The amount of knowledge and patience that Professor Sharplin has shown me has been truly inspiring and valuable. I would also like to thank all the NUGSE community, who were always willing to help and support me in my research path. In particular, I would like to thank Philip Montgomery and Robert Gordyn for their effort and enormous help in Academic English. I also appreciate my colleagues and participants for their willingness to contribute to my study and share valuable information. I would like to thank the principal for providing access to conduct my study at this school. I cannot express my gratitude more deeply to my dearest parents, Seipilda and Klara and other family members, Assel, Alibek, Moldir, and Madi who have shown endless support and patience. Their belief in me has motivated me to continue to push forward and work hard. I am so grateful to all my groupmates, and especially thesis family members, Meiirim, Nazerke, Saltanat, and Umit, who were always with me and supported me a lot. REFORM OF LATINIZATION OF KAZAKH ALPHABET vi Perspectives of Kazakh Language Teachers towards the Reform of the Latinization of the Kazakh Alphabet in One School in South Kazakhstan Abstract The implementation of the policy to Latinize the Kazakh alphabet has commenced in Kazakhstan. There are many social and educational factors which have influenced the policy decision. This research focuses on the perspectives of Kazakh language teachers towards the policy and the process of Latinization in Kazakhstan. The proposed reform has met some resistance because it impacts on the rules of the Kazakh language, especially spelling and orthography. As the central implementers of the policy in classrooms, Kazakh language teachers’ opinions play an important role in this process. The purpose of this qualitative study is to reveal the perspectives of Kazakh language teachers on the reform in order to identify the benefits and challenges of implementing the Latinization of the Kazakh alphabet in one school. The central research question is: How is the implementation of the Latinized alphabet for the Kazakh language perceived by Kazakh language teachers in one school in South Kazakhstan? A qualitative case study design was used for this research, with data collected from seven participants through semi-structured individual interviews at a single convenience site. Purposeful sampling was used to intentionally select Kazakh language teachers with experience relevant to the research question. The findings revealed that the majority of Kazakh language teachers support the transition to the Latin-based Kazakh alphabet, although the Kazakh language teachers receive very little, occasional support from the school administrators, Education Department and Ministry of Education. The age and experience of teachers differentiated their description of the policy intent with older teachers emphasizing political and cultural purposes, while young teachers identified modernization purposes. By understanding the perspectives of Kazakh language teachers, school administrators, REFORM OF LATINIZATION OF KAZAKH ALPHABET vii researchers, and policymakers can make informed decisions about how to improve and support the effective implementation of the Latinization of Kazakh alphabet reform. Keywords: Kazakh language teachers, Kazakh alphabet, Latinization, Language policy reform. REFORM OF LATINIZATION OF KAZAKH ALPHABET viii Взгляды Учителей Казахского Языка на Реформу по Латинизации Казахского Алфавита в Одной Школе в Южном Казахстане Аннотация Политическое решение о латинизации казахского алфавита началось в Казахстане. Существует много социальных и образовательных факторов, которые повлияли на внедрение латинизированного алфавита в Казахстане. Данное исследование фокусируется на процессе латинизации в Казахстане и на взглядах учителей казахского языка к реформе. Предлагаемая реформа встретила некоторое сопротивление, поскольку она влияет на правила казахского языка, особенно в отношении орфографии. Поэтому, как главные исполнители реформы в классах, мнения учителей казахского языка играют важную роль в этом процессе. Целью этого качественного исследования является выявление взглядов учителей казахского языка на реформу, чтобы выявить преимущества и проблемы внедрения латинизации казахского алфавита в одной школе и их классах. Основной вопрос исследования: Как внедрение латинизированного алфавита для казахского языка воспринимается учителями казахского языка в одной школе в южном Казахстане? Для исследования проблемы использовался единый дизайн исследования конкретного случая. Данные были собраны от семи участников в удобном месте посредством полуструктурированных индивидуальных интервью. В этом исследовании была использована целенаправленная выборка для преднамеренного отбора конкретных лиц - учителей казахского языка, поскольку они могут решить проблему исследования благодаря своим соответствующим знаниям. Результаты показали, что пять учителей казахского языка поддерживают переход к основанному на латинице казахскому алфавиту, а двое – против реформы латинизации. Кроме того, было установлено, что учителя казахского языка получают очень небольшую поддержку или REFORM OF LATINIZATION OF KAZAKH ALPHABET ix лишь временную поддержку от заинтересованных сторон. Возраст и опыт учителей отличали описание старших учителей о намерениях реформы, подчеркивающих политические и культурные цели, от молодых учителей, определяющих цели модернизации. Принимая взгляды учителей казахского языка во внимание, школьные администраторы, исследователи и политики могут принимать обоснованные решения о том, как улучшить и поддержать эффективное осуществление реформы латинизации казахского алфавита. Ключевые слова: учителя казахского языка, казахский алфавит, латинизация, реформа языка. REFORM OF LATINIZATION OF KAZAKH ALPHABET x Оңтүстік Қазақстандағы Бір Мектепте Қазақ Әліпбиін Латындандыру бойынша Реформаға қатысты Қазақ Тілі Мұғалімдерінің Көзқарастары Аңдатпа Қазақстанда қазақ әліпбиін латын графикасына көшіру туралы шешім қабылданды. Қазақстанда латын әліпбиін енгізуге ықпал еткен көптеген әлеуметтік және білім беру факторлары бар. Бұл зерттеу Қазақстандағы латындандыру үдерісіне және қазақ тілі мұғалімдерінің осы реформаға қатысты көзқарастарына негізделеді. Ұсынылған реформа біршама қарсылық тудырды, себебі ол қазақ тілінің ережелеріне, әсіресе орфография мен емле ережелеріне әсер етеді. Сондықтан да, сыныптарда реформаның басты орындаушылары ретінде қазақ тілі мұғалімдерінің пікірлері осы үдерісте маңызды рөл атқарады. Бұл сапалы зерттеудің мақсаты бір мектепте және сыныптарда қазақ әліпбиінің латындандырылуын енгізудің артықшылықтары мен мәселелерін білу мақсатында қазақ тілі мұғалімдерінің реформаға қатысты көзқарастарын анықтау болып табылады. Басты зерттеу сұрағы: Оңтүстік Қазақстанның бір мектебінде қазақ тілі мұғалімдері қазақ тілі үшін латын әліпбиін енгізуді қалай қабылдап жатыр? Бұл мәселені зерттеу үшін осы зерттеуде бірыңғай зерттеу әдіснамасы қолданылды. Деректер жеті қатысушыдан ыңғайлы жерде жартылай құрылымдалған жеке сұхбат арқылы жиналды. Бұл зерттеуде нақты тұлғалар - қазақ тілі мұғалімдерін арнайы іріктеу үшін мақсатты іріктеме әдісі қолданылды, себебі олар зерттеу мәселесін өздерінің тиісті білімдерінің арқасында шеше алады. Зерттеу нәтижелері қазақ тілінің бес мұғалімі латынға негізделген қазақ әліпбиіне көшуді қолдайтынын, ал екеуі латын әліпбиіне қарсы екенін көрсетті. Сонымен қатар, қазақ тілі мұғалімдерінің мүдделі тараптардан өте аз қолдау немесе уақытша қолдау алатыны анықталды. Мұғалімдердің жасы мен тәжірибесі олардың сипаттамаларын екіге бөлді, аға оқытушылар саяси және REFORM OF LATINIZATION OF KAZAKH ALPHABET xi мәдени мақсаттарға баса назар аударса, ал жас мұғалімдер модернизациялау мақсаттарын анықтады. Қазақ тілі мұғалімдерінің көзқарастарын ескере отырып, мектеп әкімшілері, зерттеушілер мен саясаткерлер қазақ әліпбиін латындандыру реформасын тиімді жүзеге асыруды қалай жақсарту және қолдау көрсету туралы дәлелді шешімдер қабылдай алады. Түйінді сөздер: қазақ тілі мұғалімдері, қазақ әліпбиі, латындандыру, тіл реформасы. REFORM OF LATINIZATION OF KAZAKH ALPHABET xii Table of Contents Author Agreement ....................................................................................................................... i Declaration ................................................................................................................................. ii Ethical Approval ....................................................................................................................... iii CITI Training Certificate .......................................................................................................... iv Acknowledgments ...................................................................................................................... v Abstract ..................................................................................................................................... vi Table of Contents ..................................................................................................................... xii List of Figures ......................................................................................................................... xiv Chapter 1. Introduction .............................................................................................................. 1 1.1. Introduction ..................................................................................................................... 1 1.2. Background to the alphabet Latinization policy .............................................................. 2 1.3. Statement of the problem ................................................................................................. 4 1.4. Purpose of the study ........................................................................................................ 4 1.5. Research questions .......................................................................................................... 4 1.6. Significance of the study ................................................................................................. 5 1.7. Conclusion and structure of the thesis ............................................................................. 5 Chapter 2. Literature Review ..................................................................................................... 7 2.1. Introduction ..................................................................................................................... 7 2.2. Conceptual framework .................................................................................................... 7 2.3. Roots and problems of alphabet reform ........................................................................ 11 2.4. Implementation of reform .............................................................................................. 15 2.5. The perspectives of stakeholders ................................................................................... 21 2.6. Summary ........................................................................................................................ 23 Chapter 3. Methodology ........................................................................................................... 25 3.1. Introduction ................................................................................................................... 25 3.2. Research design ............................................................................................................. 25 3.3. Position of the researcher .............................................................................................. 26 3.4. Case study site selection ................................................................................................ 27 3.5. Participant selection ....................................................................................................... 27 3.6. Data collection tools ...................................................................................................... 28 3.7. Data collection procedures ............................................................................................ 29 3.8. Data analysis .................................................................................................................. 30 3.9. Evaluation of research quality ....................................................................................... 31 3.10. Ethical issues ............................................................................................................... 32 3.11. Summary ...................................................................................................................... 33 Chapter 4. Findings .................................................................................................................. 34 REFORM OF LATINIZATION OF KAZAKH ALPHABET xiii 4.1. Introduction ................................................................................................................... 34 4.2. Kazakh language teachers’ policy understanding ......................................................... 34 4.3. Support for the Latinization policy and the benefits ..................................................... 36 4.4. Resistance to the Latinization policy and the unintended consequences ...................... 41 4.5. Support for the Kazakh language teachers .................................................................... 48 4.6. Summary ........................................................................................................................ 50 Chapter 5. Discussion ............................................................................................................... 52 5.1. Introduction ................................................................................................................... 52 5.2. Kazakh language teachers’ perspectives towards the Latinization ............................... 52 5.3. Benefits and unintended consequences of the Latinization policy ................................ 56 5.4. Support for the Kazakh language teachers .................................................................... 60 5.5. Summary ........................................................................................................................ 61 Chapter 6. Conclusions and Recommendations ....................................................................... 62 6.1. Introduction ................................................................................................................... 62 6.2. Summary of the main findings ...................................................................................... 62 6.3. Recommendations for professional learning communities ........................................... 64 6.4. Significance of the research ........................................................................................... 65 6.5. Limitations of the study and implications for further research ..................................... 66 6.6. Summary of the entire thesis ......................................................................................... 67 References ................................................................................................................................ 68 Appendices ............................................................................................................................... 73 Appendix A: Letter of Invitation .............................................................................................. 73 Appendix B: Written Informed Consent Form ........................................................................ 75 Appendix C: Interview Protocol .............................................................................................. 79 Appendix D: Data Analysis Audit Trail ................................................................................... 83 REFORM OF LATINIZATION OF KAZAKH ALPHABET xiv List of Figures Figure 1. Fullan’s first change model. ...................................................................................... 10 Figure 2. Evolution of the script for Kazakhstan. .................................................................... 16 Figure 3. Apostrophe alphabet. ................................................................................................ 18 Figure 4. New Latinized alphabet. ........................................................................................... 19 Figure 5. The causal chain of unintended consequences of the Latinization reform ............... 44 file:///D:/Документы/Магистратура/Қазақстан/NUGSE/Thesis/Thesis%20Seminar%20IV/Final%20Draft%20of%20Full%20Thesis/SE_Thesis_Abay%20Seitkadyrov.docx%23_Toc47008212 file:///D:/Документы/Магистратура/Қазақстан/NUGSE/Thesis/Thesis%20Seminar%20IV/Final%20Draft%20of%20Full%20Thesis/SE_Thesis_Abay%20Seitkadyrov.docx%23_Toc47008213 file:///D:/Документы/Магистратура/Қазақстан/NUGSE/Thesis/Thesis%20Seminar%20IV/Final%20Draft%20of%20Full%20Thesis/SE_Thesis_Abay%20Seitkadyrov.docx%23_Toc47008214 file:///D:/Документы/Магистратура/Қазақстан/NUGSE/Thesis/Thesis%20Seminar%20IV/Final%20Draft%20of%20Full%20Thesis/SE_Thesis_Abay%20Seitkadyrov.docx%23_Toc47008215 REFORM OF LATINIZATION OF KAZAKH ALPHABET 1 Chapter 1. Introduction 1.1. Introduction Seventy-two years after the introduction of the Kazakh Cyrillic alphabet, a proposal to introduce a Latinized alphabet was proclaimed in 2012. In December 2012, Nursultan Nazarbayev, the first President of Kazakhstan, in his annual State of the Nation Address to the People of Kazakhstan “Kazakhstan – 2050”, proclaimed the need to transfer from the Cyrillic to the Latin alphabet by 2025 (Nazarbayev, 2012). Latinization is the process of “giving a Latin or Latinate form to (a word)” (Oxford University Press, 2018). Nazarbayev stressed the importance of the reform for developing and modernizing the Kazakh language and the national identity through the process of Latinization (Sherniyaz, 2017). More recently, Nazarbayev (2017) stated that it is necessary to prepare for teaching the new alphabet, developing textbooks for secondary schools in 2018, and for teaching the first grades with the Latin alphabet in schools in 2022. The alphabet’s modernization is considered by many to be central to the sweeping reforms of Kazakhstan’s language policy and educational system (MFA, 2017). However, the proposed reform has met some resistance (Illmer, Daniyarov & Rakhimov, 2017). This research aims to explore the Latinization policy in practice. Haddad and Demsky define policy as “an explicit or implicit single decision or group of decisions which may set out directives for guiding future decisions, initiate or retard action, or guide implementation of previous decisions” (as cited in Wake, 2015, p. 3). This definition is important because the purpose of this research is to examine the Latinization policy as an implementation of change process. The policy guides future decisions and actions, in this case, the implementation of the Latinized alphabet at schools in Kazakhstan. REFORM OF LATINIZATION OF KAZAKH ALPHABET 2 1.2. Background to the alphabet Latinization policy Kazakh is a Turkic language with its own specific phonemes and sounds (Bazarbayeva, Zhunisbek & Malbakov, 2014), some of which can be found in the Latin alphabets of the Turkmen, Uzbek, Azeri and Turkish languages (Kudaibergenova, 2018). The Kazakh alphabet currently consists of 42 letters which will be replaced by Latin analogues based on their phonetic similarity so that the new alphabet will consist of 32 letters (MFA, 2017). According to the National Digital History (2017), the Kazakh alphabet has been used since the early Middle Ages because ancient Turkic runic script, which is scientifically known as the Orkhono-Yenisei script, has origins in Eurasia and goes back to the 6th-7th centuries and early Middle Ages. In 1912, the Kazakh alphabet was reformed based on the Arabic graphics of Kazakh scholar Akhmet Baitursynov, who made it available for use by millions of Kazakhs living abroad (National Digital History, 2017). Arabic graphics seemed to hamper the historical progress of the Kazakh language, despite the fact that they played a significant role in the social development of the time (National Digital History, 2017). The main problem of the Arabic system for the Kazakh language was that it did not fully convey the phonetic originality and complicated the work of typesetters (Shonanov, as cited in Sadakbayev, 2018). Therefore, the Kazakh scholar Akhmet Baitursynov removed all Arabic letters that are not used in Kazakh and added some letters peculiar to the Kazakh language (National Digital History, 2017). At the present time, a Latin alphabet has been implemented or is in the process of implementation in most Turkic-speaking countries of the Commonwealth of Independent States (CIS), including Kazakhstan (Batyrbekkyzy et al., 2018). Latin is the most widespread writing system of alphabets in the world (MFA, 2017). This alphabetic writing system is used by nearly 70 percent of all nations, emphasizing its significance in communicating across the REFORM OF LATINIZATION OF KAZAKH ALPHABET 3 globe, especially in the sphere of science, business, technology, and education (MFA, 2017). These reasons have motivated the policy of adopting a Latinized alphabet. Already, in CIS countries, many brands, street signs, and restaurants are using the Latin alphabet (Yergaliyeva, 2018). In Kazakhstan, the 2012 policy announcement has been mandated for full implementation of the Latinized Kazakh alphabet by 2025. However, the policy decision to implement a Latin alphabet in Kazakhstan is contested. According to Illmer, Daniyarov and Rakhimov (2017), some people are resistant to the policy of Latinization of the Kazakh alphabet, despite the fact that this alphabet reform is believed to be of considerable practical importance by the authorities. It is important for countries to encourage the use of the national or state languages and alphabets, but only 30 % of all languages, including Kazakh, use the Cyrillic alphabet (MFA, 2017). According to Chsherbakov (2017), despite the explanations and justifications of the authorities, language specialists and linguists continue to discuss and question the need for this reform. Chsherbakov (2017) believes that the justifications given for the policy change are unclear, vague, and without depth. The arguments to support the reform include: Latinization will facilitate students’ learning of English; Cyrillic has too many unnecessary letters; and the Latin alphabet will encourage the integration of Kazakhstan into the globalized world (Chsherbakov, 2017). However, Chsherbakov (2017) has countered that: his knowledge of the Latin script did not help him learn French, German or other Latin-based languages; in order to dispose of unnecessary letters, there is no need to change the whole alphabet; and uniting alphabets will not make Kazakh and English mutually intelligible. There is some debate over justifications provided for the policy, with tension between those who see the policy based on ideological justifications and those who present an argument based on the modernization of Kazakhstan’s identity (Nazarbayev, 2017). REFORM OF LATINIZATION OF KAZAKH ALPHABET 4 1.3. Statement of the problem Teachers are the main policy actors who are also responsible for the implementation of the Latinized alphabet policy. According to Ball et al., (2011), they will be the “narrators, entrepreneurs, outsiders, transactors, enthusiasts, translators, critics, and receivers” (p. 625), of the Latinization policy responsible for its implementation in their teaching practice. However, the teachers believe they are not sufficiently familiar with the new phonological and orthographic laws (Bazarbayeva, Zhunisbek & Malbakov, 2014). As yet, little is known about the attitudes and perspectives of Kazakh language teachers. Only anecdotal information suggests that teachers believe they will require retraining to become familiar with these laws in order to teach their students. 1.4. Purpose of the study This proposed qualitative research aims to reveal the perspectives of Kazakh language teachers in order to understand and explore the benefits and challenges of implementing the Latinization of the Kazakh alphabet in one school. Understanding the perspectives of Kazakh language teachers will assist school administrators and policymakers to make informed decisions on how to improve and support effective implementation of the Latinization of Kazakh Alphabet. The study will make recommendations that may improve the implementation of the reform. 1.5. Research questions The following research questions were addressed in this study: Central research question: How is the implementation of the Latinized alphabet for the Kazakh language perceived by Kazakh language teachers in one school in South Kazakhstan? REFORM OF LATINIZATION OF KAZAKH ALPHABET 5 Sub-questions: 1. What are the perspectives of Kazakh language teachers working with Kazakh orthography towards the implementation of the Latin-based Kazakh alphabet? 2. What do Kazakh language teachers see as the main benefits and challenges of implementing the Latin-based Kazakh alphabet? 3. What support do Kazakh language teachers perceive as valuable to improve the implementation of the Latinized Kazakh alphabet? 1.6. Significance of the study As key policy implementers (Ball, 2006), the voices of Kazakh language teachers need to be heard and used to get the best policy outcomes. This research will be beneficial for school administrators and policymakers to make informed decisions about how to improve and support effective implementation of the Latinization of the Kazakh alphabet. By understanding the perspectives and attitudes of Kazakh language teachers, and identifying misunderstandings or misconceptions related to the Latinization of the Kazakh alphabet, the process of implementation and the management of the change process can be improved. Therefore, this research can be a worthwhile contribution to the field of educational research in Kazakhstan and will fill an identified research gap. 1.7. Conclusion and structure of the thesis This thesis consists of six chapters. The first chapter (Introduction) has described the background to the Latinization policy, the statement of the problem, the purpose of the study, the research questions, and the significance of the study. The second chapter (Literature review) provides a review of related, previous studies. It contains four sections, reviewing the literature on change management and policy REFORM OF LATINIZATION OF KAZAKH ALPHABET 6 implementation, the roots and problems of alphabet reform, the implementation of the reform, which focuses on empirical literature, and the different perspectives of stakeholders towards the reform. The third chapter (Methodology) presents the research design, site and participant selection procedures, outlines the position of the researcher, justifies the data collection tools and data collection procedures, explains the method of data analysis, evaluates the research quality, and addresses the ethical issues of the study. The fourth chapter (Findings) describes the main findings of the study presented through four themes with the use of participant data: (1) Kazakh language teachers’ policy understanding, (2) Support for the Latinization policy and the benefits, (3) Resistance to the Latinization policy and the unintended consequences, and (4) Support for the Kazakh language teachers. The fifth chapter (Discussion) provides an explanation and interpretation of the findings in relation to previous literature related to the field. The last chapter (Conclusions and Recommendations) includes a summary of the whole study structured by research questions; makes recommendations for school administrators and policymakers; highlights the significance of the research; identifies the limitations of the study; and outlines the implications for further research. REFORM OF LATINIZATION OF KAZAKH ALPHABET 7 Chapter 2. Literature Review 2.1. Introduction The reformation of a national alphabet is a process that has occurred many times over historical periods for Kazakhstan. The purpose of this research was to study the perspectives of Kazakh language teachers in order to explore the benefits and challenges of implementing the Latinization of the Kazakh alphabet in one school. The aim of this literature review is to examine the theoretical and empirical literature related to the roots, problems, ideology, objectives, and influencing factors of the proposed policy reform. The literature review analyzes the challenges and issues of implementing the Latin-based alphabet, the perspectives of different stakeholders, and considers change management related to policy implementation because it is a new reform and has not been fully implemented yet. The chapter is organized into four sections. In the first section, a conceptual framework of change management and policy implementation is provided. In the second section, the roots and problems of alphabet reform are discussed. In the third section, a discussion of the implementation of the reform is presented. The fourth section focuses on the different perspectives of stakeholders towards the reform. At the end of this chapter, a summary is made of this Literature Review. 2.2. Conceptual framework This section presents a conceptual framework to outline the understandings on which this study has been designed. In conceptualizing the study, the researcher was drawn to the works related to change management and policy implementation, in particular, Fullan’s and Ball’s works (Ball, 2006; Fullan, 2007). In other words, the conceptual framework for the study is based on Fullan’s change management theory (Fullan, 2007) and Ball’s policy implementation theory (Ball, 2006). REFORM OF LATINIZATION OF KAZAKH ALPHABET 8 Change management. Change refers to the introduction of “new materials, new behaviors and practices, and new beliefs and understandings” (Fullan, 2011, p. 10). In this case, Kazakh language teachers might revise new materials such as curriculum materials on the Latinization of the Kazakh alphabet reform, be retrained, and use new teaching methods in practice. Besides, they might behave differently, show different emotions and reactions towards the new reform, including some acceptance or resistance due to the alteration of their own perspectives and beliefs such as pedagogical assumptions underlying this policy. Fullan (2001) stated that “understanding the change process is less about innovation and more about innovativeness. It is less about strategy and more about strategizing” (p. 31). He means that innovativeness and strategizing are required in order to understand the change process and overcome the challenges of the process. Regarding this, Marris (1975) pointed out that all changes are comprised of loss, anxiety, and struggle, while Schön (1971) added that all changes include “passing through the zones of uncertainty . . . the situation of being at sea, of being lost, of confronting more information than you can handle” (p. 12). As Fullan (2007) mentioned, the implementation of educational change contains “change in practice” (p. 30) and suggests that professional learning communities should act as a vehicle to provide sufficient support for teachers because they are the key implementers of changes in practice. In order for change to be implemented in practice, certain factors which influence teachers’ reactions to change must be understood, such as “excess uncertainty, surprise factor, concerns about future competence and more work” (Fullan, 2007, p. 105). Change occurs as a complex and often quite messy process and takes effort, a considerable amount of time, and requires on-going support (Fullan, 2007). Accordingly, it appears that a teacher has to undergo some part of the planned change in practice with on-going support from professional learning communities in order to understand the concept of change (Fullan, REFORM OF LATINIZATION OF KAZAKH ALPHABET 9 2007). Thus, Fullan emphasizes that in order to implement real change in schools, teachers must: 1. Believe the proposed change can occur (motivation). 2. Believe the proposed change makes sense (meaning). 3. Feel they themselves have a meaningful role in the change. 4. Experience some success with the change (as cited in Watson, 2008, p. 3). In addition, Fullan (2011) identified what he described as “the six secrets of change”: “love your employees, connect peers with purpose, capacity building prevails, learning is the work, transparency rules, and systems learn” (p. 1). Regarding the second secret, “connect peers with purpose”, Fullan (2011) noted that “purposeful peer interaction within the school is crucial” (p. 21). Therefore, it is significant when Kazakh language teachers purposefully collaborate and interact with each other in order to overcome the challenges of the complex change process. Certainly, the implementation of real change, that is the full transition from Cyrillic alphabet to a Latinized alphabet, is a complex issue, requiring the government and its organizations to make concerted efforts with the help of public participation and support (Jacob, 2010). As reported by Fullan (2007), there are three phases of a complex change process (presented in Figure 1): Phase I—variously labeled initiation, mobilization, or adoption — consists of the process that leads up to and includes a decision to adopt or proceed with a change. Phase II—implementation or initial use (usually the first 2 or 3 years of use) — involves the first experiences of attempting to put an idea or reform into practice. REFORM OF LATINIZATION OF KAZAKH ALPHABET 10 Phase III—called continuation, incorporation, routinization, or institutionalization — refers to whether the change gets built in as an ongoing part of the system or disappears by way of a decision to discard or through attrition (p. 65). According to this scheme of a change process, Nazarbayev (2012) made a decision to adopt the transition from Kazakh to the Latin alphabet in the first phase and now the country is in the second phase and is attempting to put this new reform into practice. However, as the reform has not been fully implemented yet, the third phase of the change process will take place after the year 2025 (Nazarbayev, 2012). Policy implementation. The implementation of a new policy represents the introduction of a significant change. Ball et al. (2011) highlighted the role of teachers as enactors and mentioned other roles such as “narrators, entrepreneurs, outsiders, transactors, enthusiasts, translators, critics, and receivers” (p. 625), who are also responsible for the implementation of the policy. Ball’s work on the enactment of policy provides a conceptual foundation for this study. Ball (1994) describes three contexts within the policy cycle: practice, text production, and influence. The context of practice refers to the implementation of the policy, in this case, it is the Latinization policy. It includes the key policy Figure 1. Fullan’s first change model. Source: Fullan, 1982 REFORM OF LATINIZATION OF KAZAKH ALPHABET 11 implementers, that is Kazakh language teachers, and their acceptance or resistance to the policy and the effect or outcomes of the policy. Ball’s concept of policy cycles can be valuably applied in the study to explore how Kazakh language teachers’ perspectives (as potential enactors of change) are related to change management and policy implementation. It might provide information about Kazakh language teachers’ perspectives toward Latinizing the Kazakh alphabet, implementing it in the school and teaching students the Latinized Kazakh alphabet, and what needs to be done in order to effectively improve their understanding the Latinization of the Kazakh alphabet during their lessons. Thus, this conceptual framework of two theories, Fullan’s change management theory (Fullan, 2007) and Ball’s policy implementation theory (Ball, 2006), will be used to frame the data collection and discuss the main findings of this study. 2.3. Roots and problems of alphabet reform There are a number of extremely important factors that need to be considered when transferring to the Latinized Kazakh alphabet: 1) the objectives and goals of this reform based on the existing national program, 2) the ideology of the past and present time which leads to its implementation, and 3) the problems that it is meant to solve. The first factor is connected to the objectives and goals of the reform initiative. According to Nazarbayev (2017), the objectives of this reform were, firstly, to have a final approved version of the Latinized Kazakh alphabet by the end of 2017 through the agency of linguists, scientists, philologists, and the general public; secondly, to train teachers for teaching the new alphabet and producing books for secondary school students; thirdly, to conduct the necessary methodological and organizational work; and finally, to publish textbooks, periodicals, and workflows in the Latin alphabet by 2025 (Nazarbayev, 2017). To REFORM OF LATINIZATION OF KAZAKH ALPHABET 12 achieve these goals, it is necessary to understand the history and current state of alphabet reforms. Although there has been relatively little research into the history of Kazakh language reforms, Batyrbekkyzy et al., (2018) provide strong evidence that the alphabet reforms which were previously implemented reduced the pace of social and cultural development of the Kazakh people. In the 1920s, the Soviet government implemented the Cultural Revolution which was intended to eradicate illiteracy and minimize the impact of Islam (Chsherbakov, 2017). If the elimination of the Arabic alphabet in 1929 weakened the religious knowledge of people, switching from Latin to Cyrillic is recognized as a separation from world cultural values (Batyrbekkyzy et al., 2018). This means that the Soviet countries lost their place in the global arena. Taking this into consideration, some people resist the transition of the Kazakh alphabet from Cyrillic to Latin (Kudaibergenova, 2018). One problem, some argue, is that the Latinization of the alphabet would solve the cumbersomeness of the Kazakh language: many people note that there are a lot of letters, a quarter of which are not used, making it hard and inconvenient to place them on the keyboards of smartphones and computers (Chsherbakov, 2017). For example, in the Kazakh language, 28 original sounds-phonemes are transmitted with 42 letters (Bazarbayeva, Zhunisbek & Malbakov, 2014). Accordingly, it is more challenging for people to learn the Kazakh language than other foreign languages. At present, many computer programmes and databases do not support the Cyrillic text, making it very problematic for technology and IT specialists (MFA, 2017). In a practical manner, those people who use the Latin script to type on smartphones and computers know it is more convenient to use Latin rather than Cyrillic. Another problem is that in recent times, 7,000 universally recognized terms such as “Internet” have been translated into the Kazakh language as “Ғаламтор” (Galamtor), but not as “Интернет” (Yergaliyeva, 2018). As a consequence, the effectiveness of analogous REFORM OF LATINIZATION OF KAZAKH ALPHABET 13 translations needs to be reconsidered in order to lead the Kazakh language to the international terminological level. The Latinization of the Kazakh alphabet will help to address this issue. However, there is the political background to be considered with the implementation in Kazakhstan. The dominant political position that has been advanced by Tyurakulov, in favor of the transition of the Turkic nations to the Latin script, is that all Turkic people need to interact with one another in a common Latin script (as cited in Batyrbekkyzy et al., 2018). It is seen as an opportunity to bring the Kazakh diaspora together on a written level. Generally, Latin is a prevalent international alphabet, the use of which will contribute to the integration of Kazakhstan into the global community as a full member. Countries like Turkmenistan, Uzbekistan, and Azerbaijan switched to the Latin alphabet in the first years after gaining independence (National Digital History, 2017; Uzman, 2010). Their experiences with this transition should inform the process in Kazakhstan. However, when changing the Kazakh alphabet based on the Latin graphics, phonological and orthographic laws should be taken into consideration (Bazarbayeva, Zhunisbek & Malbakov, 2014). Another main argument in favor of the transition to the Latin-based alphabet is the necessity to enhance the national identity of the Kazakhs. In 2007, the Ministry of Education and Science of the Republic of Kazakhstan developed an analytical note ‘On the transfer of the Kazakh alphabet to Latin’ (Batyrbekkyzy et al., 2018). To enhance the national identity, the authors of this analytical note would like to see the “change of Soviet identity, which still largely dominates in the national consciousness, to a sovereign identity” (Batyrbekkyzy et al., 2018, p. 129). Nazarbayev and his presidential administration assume that the Soviet decision to force the Cyrillic alphabet upon Kazakhs in 1940 was a politically motivated act to damage the historical Kazakh national identity (Yalinkilicli, 2017). Politically, the transfer to the Latin alphabet might be understood as a step towards withdrawing from the sphere of Russian REFORM OF LATINIZATION OF KAZAKH ALPHABET 14 domination, and it should appeal to ethnic Kazakhs. In other words, the real inspiration lies in building a stronger Kazakh national identity by de-Russifying the Kazakh language (Yergaliyeva, 2018). The growing demographics and gradual becoming of ethnic Russians a minority in Kazakhstan directly affects the rate of implementation of this alphabet reform (Yergaliyeva, 2018). Mass emigration of ethnic Russians is a stimulus to eventually establish more ethnic Kazakh culture through Latinization (Yergaliyeva, 2018). In short, this reform initiative is connected with the emigration of Russians and developing the national and cultural identity of ethnic Kazakhs. Nazarbayev (2017) states that modernization and industrialization of Kazakhstan is the primary cause for switching the script from Cyrillic to Latin, to boost the authority and status of the country in the global arena. The first President then announced that: We should make this decision for the sake of our posterity so that they could enter into wider global integration. This will enable our children to have a better understanding of the English language, the internet, and reinforce our desire to modernize the Kazakh language (as cited in Sherniyaz, 2017, para. 2). Thus, he announced the Third Modernization of Kazakhstan, which includes establishing a new model of economic development that will guarantee the country's competitiveness in the international arena and help Kazakhstan to be on the list of 30 most-developed countries by 2050 (Nazarbayev, 2012). Nazarbayev (2017) stated that these sizable reforms should be integrated with the progressive modernization of Kazakhstan's national identity, which will contribute to political development and economic growth. It is, therefore, reasonable that the first President has decided that now is a suitable time to start the process of transferring the Kazakh alphabet from Cyrillic to the Latin script. As a result, the transition to the Latin alphabet will form a clearer national identity of the Kazakh people. Putting an end to the Cyrillic alphabet implies the reversal of the past as consistent with the social and cultural REFORM OF LATINIZATION OF KAZAKH ALPHABET 15 needs of the new Kazakh identity, which stresses the past of nomadic tribes and the country’s linguistic uniqueness (Yalinkilicli, 2017). Schamiloglu supported the first President’s initiative: “Now he wants to have a cultural and spiritual modernization” (as cited in Peleschuk, 2017, para. 6). According to MFA (2017), there is a strong case to be made that this transition will bring more economic improvement to the country and help to fortify Kazakhstan's integration into the global economy. International businesses and financial operations occur using the Latin alphabet. Consequently, a country that is willing to intensify its international business and investment reputation, is ready to take measures that lead to its modernization and competitiveness (MFA, 2017). To summarise, the factors that will play a crucial role in transferring to the Latinized Kazakh alphabet are: 1) the objectives and goals of the Latinization of Kazakh alphabet, 2) the ideology of the past and current time which leads to its implementation, and 3) the problems that this reform is meant to solve. 2.4. Implementation of reform After analyzing the reasons for the transition from Cyrillic to Latin, it is also essential to consider how this reform is proposed to be implemented in Kazakhstan. Certainly, the full transition from Cyrillic alphabet to a Latinized alphabet is a complex issue, requiring the government to make concerted efforts with the help of public participation and support (Jacob, 2010). This is called a change process (Fullan, 1982). According to Fullan’s first change model (Figure 1, p. 10), Nazarbayev (2012) “expressed the need” for transfer from Kazakh to the Latin alphabet, and now the country is on the “Implementation” stage in the change process. REFORM OF LATINIZATION OF KAZAKH ALPHABET 16 Since the announcement of the policy, some brands have already switched their names to the Latin script: Qazaq Air and Qazaq Bank (Kudaibergenova, 2018). The country’s name also might be changed to Qazaqstan (Figure 2). The government is intending to switch to the Latin graphics not only in brands and companies but also in all schools countrywide in the coming years. On August 23, 2018, the head of the Municipal Education Department in Nur- Sultan, Zhangozin, declared at a news conference that in order to teach the Kazakh language, three vocational colleges and five high schools in Nur-Sultan are going to use the Latinized alphabet instead of Cyrillic (Altynbayev, 2018). For example, Bilim Innovation Lyceum for gifted girls is one of the high schools in Nur-Sultan which started to teach the Kazakh language in the Latin graphics in September 2018 (Altynbayev, 2018). Also, the Latin alphabet is being test-driven in Nur-Sultan’s school number 76 which is one of the pilot schools in the Kazakh capital city (France24, 2018). For the present, there are currently a lot of versions of a new alphabet as the language specialists are struggling with the phonological and orthographic laws. Spelling is closely connected to pronunciation. Regarding this provision, there was a discrepancy between the drafts of 28-letter and 31-letter alphabets which were proposed during the spelling reform in 1929 (Iskhan, Dautova & Ospanova, 2014). Following this, the first who stressed the need to reduce the letters in the Kazakh alphabet was Zhubanov (Bazarbayeva, Zhunisbek & Malbakov, 2014). Kudaibergen Zhubanov was a professor of Kazakh Philology at the Kazakh Pedagogical Institute (Bazarbayeva, Zhunisbek & Malbakov, 2014). In 1935, he developed a plan to adjust the Kazakh spelling and orthography of the Latinized alphabet, which aimed to Figure 2. Evolution of the script for Kazakhstan. Source: Illmer, Daniyarov & Rakhimov, 2017 REFORM OF LATINIZATION OF KAZAKH ALPHABET 17 decrease the number of letters owing to the vowels’ double designations and particular designation of soft and hard sounds (Bazarbayeva, Zhunisbek & Malbakov, 2014). Taking the history of Kazakh spelling and orthography into account, the Ministry of Education created a special National Commission with the participation of specialists in the field of linguistics to ensure and monitor the smooth transition until 2025 (MFA, 2017). Now, this National Commission is working towards the transition to the Latin graphics which supports the first President Nazarbayev's initiative to increase the status of the English language in Kazakhstan, especially among young people, to make sure that they can compete in the international arena (MFA, 2017). The most recent census data appears to suggest that 1.9 million Kazakhs understand English, with approximately half of those speaking it (MFA, 2017). To promote Kazakhstan’s competitiveness in the world market further, this number will need to rise. For that reason, on the 11th of September in 2017, at the Mazhilis meeting in the Parliament, the experts provided a new draft of the Latinized Kazakh alphabet. It consists of 25 Latinized letters and 8 digraphs. However, many linguists and language teachers criticised these digraphs. Then on the 9th of October, the experts presented the first President Nazarbayev with the second version of the alphabet which contained 32 letters (see Figure 3), where some sounded letters specific to the Kazakh language, were symbolized with apostrophes and there were no digraphs (Sherniyaz, 2017). Consequently, on October 27 in 2017, Nazarbayev signed a decree requiring that apostrophes should be used instead of digraphs (Sherniyaz, 2017). Based on this Latin-based alphabet, the word cherry will be written as s’i’i’e in Kazakh and pronounced as she-ee-ye (Higgins, 2018). In response to this, another letter was sent to the first president by several famous Kazakh philologists who requested him to avoid switching to the “apostrophe alphabet” (Kudaibergenova, 2018, para. 1). They contended that the Kazakh writing system would be REFORM OF LATINIZATION OF KAZAKH ALPHABET 18 obscured and the Kazakh language status in the country would be weakened by the transition to this alphabet. In online social networks, the Kazakhstani citizens criticized the word saebiz (carrot) because it sounds like a Russian foul language word; and later discussed and severely criticized the “unnecessary” alphabet that demanded the use of several apostrophes in one word to distinguish Kazakh-specific sounds, such as in the word s’yg’ys’ (east) (Kudaibergenova, 2018). But with the introduction of a new Latinized alphabet system in February 2018 (Figure 4), the Kazakh people do not have to type apostrophes on the keyboards of smartphones, computers and tablets because the new alphabet is more convenient, with the emphasis on replacing the apostrophes; thus letters such as a’, g’, n’, o’, u’ and y’ would be no longer in use and the letters s’ and c’ were substituted by digraphs sh and ch respectively in such words as shai, tushshy, ýchılıshe and kaýchýk (Day Translations, 2018; Egemen Qazaqstan, 2019). Batyrbekkyzy et al., (2018) noted that for the older generation that learnt to write and read in Cyrillic script - Latinization would cause considerable difficulties and challenges, whereas the younger generation would experience the lack of textbooks written in the Latin Figure 3. Apostrophe alphabet. Source: Day Translations, 2018 REFORM OF LATINIZATION OF KAZAKH ALPHABET 19 script. Furthermore, the Cyrillic-based Kazakh alphabet has 33 Russian and nine Kazakh letters, whereas the Latin alphabet has only 32. The result is that people are confused by how they should write their own names (Illmer, Daniyarov & Rakhimov, 2017). It is argued that individual transition problems are negligible in comparison to the potential economic, cultural, linguistic, psychological, political, and other extralinguistic factors (Kosmarskii, 2007). Economically, the implementation requires a large investment in mass printing of books, newspapers, magazines, documents, banknotes, retraining of teachers and citizens, and replacing street signs (Jacob, 2010). Culturally, it may rupture relations with the Soviet legacy of the previous generation (Jacob, 2010). Linguistically, it necessitates an educated group of professional philologists who are not always available at this time in Kazakhstan (Jacob, 2010). Psychologically, it is difficult to transform the alphabet in a community with a high number of literate people and strong traditions (Alpatov, 2018). Politically, it is obvious that Kazakhstan is carrying out a safe policy towards Russia while the people adhere to the Cyrillic alphabet system (Alpatov, 2018). If the Latinization of the Kazakh alphabet is successfully implemented after overcoming these influencing factors, it is necessary to consider the intended and unintended outcomes. Figure 4. New Latinized alphabet. Source: Day Translations, 201yyyyy8 REFORM OF LATINIZATION OF KAZAKH ALPHABET 20 The Latinization of the Kazakh alphabet may result in the Kazakh language expansion and internationalization, and improved international relations of Kazakhstan with other countries. The social function of the Kazakh language might expand; it may become the language of science (Batyrbekkyzy et al., 2018). Perhaps the transition to the Latin alphabet will lead to more financial cooperation between Kazakhstan and other countries (Dotton, 2016). Looking regionally, the switch might bring Kazakh into alignment with other Turkic languages spoken in Uzbekistan, Turkey, and Azerbaijan which all use a Latin-based alphabet (Jacob 2010; Uzman, 2010). As a consequence, it may make a significant contribution to the function of a sub-branch of the Turkic Council, the International Turkic Academy, in Nur- Sultan (Yalinkilicli, 2017). This council is devoted to the educational experience, scientific studies, and the literature, linguistic and cultural characteristics of Turkic civilization and history (Yalinkilicli, 2017). It is also anticipated to encourage foreign investors to do business in Kazakhstan, which could contribute considerably to the general development of the state and raise the living standard of its citizens (MFA, 2017). On the other hand, in spite of the expected positive results, Kazakhstan ought to be prepared for unintended negative results of the Latinization process. The substitution of an alphabet may lead to the demolition of cultural-linguistic customs that have been established over decades, to illiteracy and large material expenditures (Kosmarskii, 2007). Owing to illiteracy, the transition might block access to the literature and civilization of previous years and as a result, it may reduce the cultural level of the nation (Jacob, 2010). Purportedly, this alphabet reform might stimulate ethnic Russians to leave Kazakhstan (Yergaliyeva, 2018) and encourage parents to enroll their children in Russian schools instead of Kazakh schools (Dotton, 2016) since this kind of situation has already happened in Uzbekistan during its experience with alphabet reform (Uzman, 2010). REFORM OF LATINIZATION OF KAZAKH ALPHABET 21 Besides, it may have a powerful impact on the reading culture in Kazakhstan (Chsherbakov, 2017). For instance, for people who are used to reading in the Cyrillic alphabet, Latinization will make reading more challenging, and many may interact less with literature. For the young who will learn to read in the Latin script, there may not be enough books to read, since reprinting all the current literary books published in Cyrillic script may take more years than expected (Chsherbakov, 2017). In summary, great efforts should be made to avoid these unintended outcomes and to ensure that the positive consequences will outweigh the negative results of the implementing Latin-based Kazakh alphabet. 2.5. The perspectives of stakeholders Another element to consider is the personal reactions to the Latinization of the Kazakh alphabet, based on the practical experience and perspectives of students, parents, employees, teachers, especially Kazakh language teachers, public figures, and other stakeholders in this reform initiative. In other words, it is crucial to analyze what people think about the implementation of this reform and how they react to it. However, it is difficult to evaluate whether this reform initiative will result in the outcomes mentioned in the previous section because it is not planned to be fully implemented until 2025. It is worrying for some people that Latinization might result in partial or complete illiteracy in either Russian or Kazakh, which may dramatically influence certain groups of the community, and result in concrete economic losses (Chsherbakov, 2017). For example, the older generation, including parents, may not be able to adapt to the new Latin-based Kazakh alphabet, and students of Kazakh-medium schools state that they might graduate from their schools being illiterate in Russian (Chsherbakov, 2017). In this case, they may be inclined to maintain Kazakh as a home language and pay more attention to the Russian language in order REFORM OF LATINIZATION OF KAZAKH ALPHABET 22 to get a high-quality education. During an interview conducted by Dotton (2016), one employee of the regional department of education in Shymkent said: Many are sending their children back to Russian schools. Russian schools have better resources and better-prepared teachers. I have two nieces. The one who attends a Russian school speaks both Russian and Kazakh well, and she possesses much higher knowledge overall than the one who attends a Kazakh school (p. 69). In addition to this, Latinization may have a profound effect on the employees of private, public, and public-private institutions whose main language of communication and document workflow is Kazakh (Chsherbakov, 2017). Dotton (2016) stated that more than half (60 percent) of the school principals and teachers who attended the Republican Conference meeting of school principals in Shymkent city were opponents of the move from Cyrillic to Latin-based Kazakh alphabet. The primary reason they were against the shift seemed to be the substantial investment required for the transition and preparing specialists (Dotton, 2016). Regarding the teachers of Kazakh language, they complained that they must be retrained in order to teach reformed and modified linguistic laws and rules of Kazakh language, due to the implementation of Latin script (Chsherbakov, 2017) and in order to conduct effective lessons which is one of the main products of an effective school (Sammons & Bakkum, 2011). A public-school teacher in Almaty, with the experience of teaching the Kazakh language and literature for 37 years, said “I am horrified by the switch. All of our literature is published in Cyrillic, and the switch will result in a generation cut off from their cultural roots” (Mirovalev, 2019, para. 5). In general, the people in Kazakhstan like steadiness, and due to their inaction, comfort zone, and traditions, an ordinary citizen may not be motivated or inspired to learn the new Latin-based Kazakh alphabet (Bazarbayeva, Zhunisbek & Malbakov, 2014). It is difficult to force people to relearn a language and switch to the new graphics. However, there have been dissenters to the view that the implementation of the Latin-based Kazakh alphabet is unnecessary and will cause problems. REFORM OF LATINIZATION OF KAZAKH ALPHABET 23 Nearly all public figures and some teachers have indicated support for the historical decision, and their readiness for the process of alphabet modernization (Sherniyaz, 2017). For instance, Karin, a political scientist said: “Of course, there are those who do not like a new alphabet. It is unreal to satisfy everybody, and we have seen it during the discussion. However, the current decision is a breakthrough in the country’s development” (Sherniyaz, 2017, para. 11) and Sarym, also a political scientist, said: “We definitely need to move to Latin graphics. However, it would be better to move to the version that people accept. This transition is for people, so people should participate in making a decision” (Sherniyaz, 2017, para. 12). Likewise, Kintsel, Kazakhstan’s Teacher of the Year 2018, supported the first President’s view (Omirgazy, 2019, para. 22): The transition to the Latin script is the imperative of the time. However, we will understand this only when we come into direct contact [with it]. For example, some time ago Kazakhstan began to publish its own textbooks and there was a lot of criticism. However, as experience has shown, they became relevant. Textbooks are now at a quite good level. Everything requires experience. It will take some time. Everything will fall into place and the same Latin alphabet will be successfully implemented. According to widespread opinion, Turkic languages sound more organic in the Latin script than the Cyrillic one due to the specificity of their phonetics. In summary, some people are ready for the transition from Cyrillic to Latin, whereas others resist the Latinization policy as they view the difficulties of the implementation. The people express the view that the implementation of the reform is inevitable and it will probably have a profound effect on them, both positive and negative. 2.6. Summary This chapter provided the theoretical background relevant to the Latinization of the Kazakh alphabet. The practical importance of the reform of the Latinization of the Kazakh alphabet is not completely understood because there is insufficient information and REFORM OF LATINIZATION OF KAZAKH ALPHABET 24 transparent justification of the reform. Responses from scholars and practitioners suggest that community opinion about the planned reform is divided. Today, Latin is the most widespread script and its position is unique in the global arena. The transition from Cyrillic to Latin would solve many problems, such as the cumbersome nature of the current Cyrillic alphabet. It would diminish the identification with Soviet identity, contribute to Kazakhstan’s modernization and integration into the world community, and promote interaction with Turkic-speaking countries. In order to successfully implement this reform, and achieve the intended outcomes by 2025, it is important to take into account the history and current state of the Kazakh language, and political, economic and linguistic influences. In addition, various phonological factors impact on the Kazakhstani society and the experience of Turkic-speaking countries should also be taken into account in order to successfully implement this reform. This literature reviewed has situated the proposed reform to Latinize the Kazakh alphabet within existing conceptual and empirical knowledge. In particular, the reform is seen as a policy initiative and a change process, which can be understood in the conceptual framework of policy implementation and change theories by Ball (2006) and Fullan (2007). The methodology of the study is presented in the next chapter. REFORM OF LATINIZATION OF KAZAKH ALPHABET 25 Chapter 3. Methodology 3.1. Introduction This chapter describes and justifies the research design and research methods that were used in this study to understand the perspectives of Kazakh language teachers on the benefits and challenges of implementing the Latinization of Kazakh alphabet in Kazakhstan. This chapter presents the research design, site and participant selection procedures, position of the researcher, data collection tools, data collection procedures, data analysis, evaluation of research quality, and ethical issues of the study. 3.2. Research design A phenomenological qualitative case study was used to address the research questions. Leedy and Ormrod (2005) state that phenomenological qualitative research aims to describe and understand research phenomena from the participants’ perspectives. In this research, the central phenomenon under study is the perspectives of teachers who are teaching Kazakh language and working with Kazakh orthography. There is insufficient information about the Latinization policy in the literature because of the recent arrival of the reform. Therefore, there is a need to learn more about the phenomenon from research participants by analyzing their perspectives towards the Latinization of the Kazakh alphabet, to address the gap in the literature. The Kazakh language teachers’ perspectives will provide new ideas about the implementation of the Latinized alphabet. The epistemology of the researcher in this study is constructivist. The researcher believes that reality is constructed by individuals and groups, that is, in this case, Kazakh language teachers. Reality must be interpreted (Lichtman, 2006) to discover the perspectives and attitudes of Kazakh language teachers towards the Latinization of the Kazakh alphabet. The epistemological position of this study is transactional and subjectivist since there is an REFORM OF LATINIZATION OF KAZAKH ALPHABET 26 interactive link between the researcher and the object of research so that “the ‘findings’ are literally created as the investigation proceeds” (Guba & Lincoln, 1994, p. 111). The researcher must engage with the Kazakh language teachers working with Kazakh orthography to explore their views, feelings, and perspectives. A single case study design was used for this research. In the study, the case was “several individuals separately” (Creswell, 2012, p. 465), that is, the collective of Kazakh language teachers working with Kazakh orthography and implementing the Latinization of the Kazakh alphabet in one school situated in the south region of Kazakhstan. A single case study approach was selected in order to explore the research questions and closely examine the data from the perspectives of participants within a real-life context in one school (Yin, 2014; Zainal, 2007). In other words, this approach is relevant because it provides detailed, comprehensive, extensive, and rich data (Zainal, 2007) about how Kazakh language teachers implement the Latin-based Kazakh alphabet. 3.3. Position of the researcher The researcher has been employed as an English teacher within the research site for four years. The relationship of the researcher with the participants is that they are language teachers and colleagues in the same school. The researcher is not in any managerial position within the school and has no power to apply duress to Kazakh language teachers to participate in the research. However, the position of the researcher at the school assisted him to gain the trust of the participants, as he was known to each participant for a long time. During the process of the interview, participants were asked not to treat the researcher as a colleague to obtain more relevant data. Conversely, the personal knowledge of participants had the potential to bias the analysis of the researcher. The methods used by the researcher to limit bias will be explained in evaluation of research quality section. REFORM OF LATINIZATION OF KAZAKH ALPHABET 27 Because the researcher was known, it was also important to take care regarding the confidentiality between participants. To limit knowledge of people’s involvement in the study, the researcher conducted the interviews in a place outside of the school. 3.4. Case study site selection The study was conducted in one secondary school in which the researcher is employed. Therefore, it is a convenience site. It gave an opportunity to the researcher to explore the perspectives of Kazakh language teachers towards implementing Latinization in the school. This is an advantage because the researcher is provided with easy access to the research participants. The research site is a school mainly with Kazakh as the language of instruction which has been named as an early implementer of the reform. The school meets the reform timeline until 2025 based on the first President of Kazakhstan Nursultan Nazarbayev’s statements (Nazarbayev, 2012; Nazarbayev, 2017). The site meets the needs of the research, as this is the region of the country where solid Kazakh is spoken by most people. The researcher contacted the principal to request site access for the study. Appendix A includes the letter of invitation which was provided to the principal. 3.5. Participant selection For selecting the research participants, qualitative purposeful sampling was chosen. Purposeful sampling was used in this study to intentionally select specific individuals (Creswell, 2012) – Kazakh language teachers because they can address the research problem owing to their relevant knowledge. As the main research question sought to identify the teachers’ perspectives towards the implementation of the Latinized alphabet, the study needed REFORM OF LATINIZATION OF KAZAKH ALPHABET 28 to include Kazakh language teachers who have understandings of the phenomenon in the context of a school, people who would be policy implementers. First, the principal of the preferred case study school was contacted and provided with an information sheet to request site access. After gaining site access, the researcher disseminated the information letter to all Kazakh language teachers and organized a meeting between the researcher and potential volunteers among Kazakh language teachers. During the meeting, the researcher explained the purpose of the study and that the teachers can choose to take part in the research on a voluntary basis. The Kazakh language teachers who were willing to make a contribution to the research contacted the researcher personally by phone or email as indicated in the information sheet. Seven participants contacted the researcher and volunteered to participate out of a possible pool of eight Kazakh language teachers. Appendix B includes the information and consent form which was provided to potential participants (in both English and Kazakh languages). The document ensured that participants were informed about the purpose of the study and their rights to withdraw at any time. It is essential that participation in research is a voluntary action. The information sheet emphasized the possible benefits for the school administration, Kazakh language teachers, policymakers, and researchers. It is of primary ethical importance not to violate the rights of the participants and to inform them about the research procedures. 3.6. Data collection tools The main data collection instrument in this study is the researcher. The planned study used one qualitative data collection tool — semi-structured individual interviews as they provide the researcher with an opportunity “to delve deeply into a topic and to understand thoroughly the answers provided” (Harrell & Bradley, 2009, p. 27). Individual interviews helped the researcher to obtain detailed information about the phenomenon since the REFORM OF LATINIZATION OF KAZAKH ALPHABET 29 researcher asked questions and recorded a response only from one research participant at a time. A semi-structured interview was used to focus the interview on the issue as well as to give the flexibility to adapt the questions to teachers’ different perspectives and “to ensure that the researcher covers the correct material” (Harrell & Bradley, 2009, p. 27). During the interview, the researcher used an interview protocol supplied in both English and Kazakh languages (refer to Appendix C) which consists of interview information and instructions, interview questions, and some space to take notes and write reflections (Creswell, 2012). Each interview lasted for approximately 60 minutes. Participants were asked to consent to the audio recording of the interview. The interviews were conducted in the Kazakh language because all teachers are Kazakh language teachers and Kazakh is the main language of instruction in the school. The interviews were transcribed and translated into English by the researcher. 3.7. Data collection procedures After receiving ethical approval from the Nazarbayev University Graduate School of Education Ethics Committee, the researcher contacted the site gatekeeper, the principal, to request site access for the study (Creswell, 2012). An official consent form with the description of the details of the planned research was sent to the principal. A letter of permission from NUGSE to conduct the research was also attached to the consent form (Appendix B). A meeting with the principal of the case study school was held to discuss the details of the research. With the principal’s permission, the researcher organized a meeting with the Kazakh language teachers. Those who were willing to make a contribution to the research and interested in the study contacted the researcher personally. REFORM OF LATINIZATION OF KAZAKH ALPHABET 30 Before the interview, participants were given an information sheet and written consent form to sign. They were assured about their confidentiality. Teachers were given complete information about the voluntary nature of their participation and their right to withdraw at any time. The participants were informed that the study involved minimal risks and the benefits of their participation were described. A suitable time and place off the school grounds for the interviews were negotiated with the participants by phone or email. The interviews were conducted in the Kazakh language. The interviews were translated into English by the researcher. Because of the semi-structured interview, the participants were asked open-ended questions, follow-up questions, and probing questions concerning their perspectives towards the Latinization of the Kazakh alphabet. The researcher wrote reflections and took notes during the interviews. The researcher thanked the research participants at the end of the interview. 3.8. Data analysis The researcher analyzed the qualitative data in five steps: “compiling, disassembling, reassembling, interpreting, and concluding” (Castleberry & Nolen, 2018, p. 808). Firstly, the process of analyzing the collected data started while interviewing selected participants. During the interview, the researcher was involved in a discussion and analyzed the changing reactions, emotions, and perspectives of the participants by asking probing and follow-up questions. The researcher transcribed verbatim audio recordings, organized the data, de- identified and read each transcript to become familiar with them, and sent them to each teacher to validate the accuracy of the information (member checking of data) (Creswell, 2012). Member checking of data is “a process in which the researcher asks one or more participants in the study to check the accuracy of the account” (Creswell, 2012, p. 259). All the participants accepted their transcripts as accurate records of the interview. Secondly, the REFORM OF LATINIZATION OF KAZAKH ALPHABET 31 researcher translated the transcripts into English, coded each transcript, and identified higher order categories (refer to a sample of a coded transcript and a list of the codes in Appendix D). Appendix D includes an audit trail of the systematic and cognitive processes of data analysis that the researcher has used to arrive at the findings. After that, the researcher combined all the transcripts into ‘data display’ or ‘summary’ tables (refer to a sample of a summary matrix in Appendix D), extracted some excerpts from the data, and viewed them in relation to and in concert with each other. Thirdly, the researcher looked for patterns in the responses of the participants and put the codes and categories into context with each other. Fourthly and fifthly, the researcher interpreted the data to create four themes that respond to the research questions and purpose of the study. In sum, the obtained qualitative data from individual interview transcripts and notes were analyzed through the open coding, common ideas, and emerging themes. 3.9. Evaluation of research quality Guba and Lincoln (1994) proposed two sets of important criteria to evaluate the quality of qualitative research: “the trustworthiness criteria of credibility” and “the authenticity criteria of fairness” (p. 114). As an instrument of data collection and data analysis, the researcher is responsible for the trustworthiness and authenticity of the data: objectivity and credibility of the findings (Creswell, 2012; Lichtman, 2006). Therefore, the researcher sent the interview transcripts to the Kazakh language teachers during the data analysis and then sent the findings to the participants after the data analysis in order to validate them and avoid potential sources of bias. Validating findings implies that the researcher evaluates the credibility of the findings using such strategies as member checking (Creswell, 2012). Therefore, the study identified possible sources of bias and adopted the strategy of member checking to prevent knowledge of the participants from influencing the REFORM OF LATINIZATION OF KAZAKH ALPHABET 32 interpretation of the data and minimize any potential negative impact of the researcher’s own bias on the study. As a result, all the participants accepted their transcripts as accurate records of the interview and the findings as credible. 3.10. Ethical issues The study was conducted in accordance with the ethical standards of Nazarbayev University, including informed consent and confidentiality. The name of the school was not indicated in the study. The names, workplace, and other identifying information about the participants were removed, so that the participants’ identity remained anonymous to everyone other than the researcher and all of the participants’ data were confidential. Information collected during the interview was used for research purposes only. The interview was conducted in a place outside of the school to ensure participants’ confidentiality. The place and time for the interview were known only by the participants and the researcher. All data collected is stored in the researcher’s personal computer protected by a password. Only the researcher has access to the records and collected data. Five years after finishing the study, the researcher will delete all the recorded interviews, consent forms, notes, and the list of participants which are kept separate from the other information. It is essential to consider that participation in research is a voluntary action. The participants could withdraw from the study at any time up until the finalization of the thesis. They were asked to sign the provided consent form which ensures that they are informed about the purpose of the study and their right to withdraw at any time. Participants were likely to experience only minimal risks. The potential risk was the loss of time of participants from conducting interviews. To address this issue, the researcher conducted interviews at the most suitable time for the participants. The researcher informed REFORM OF LATINIZATION OF KAZAKH ALPHABET 33 the participants of their right not to answer any questions they were not comfortable with and about their right to withdraw at any time during the research. The research did not gather personal sensitive information. No tangible compensation was given to the participants. A copy of the research results is available at the conclusion of the study (a digital copy of the final version of the study was disseminated to the participants by email). 3.11. Summary This chapter provided detailed information on the methodology of the research. A qualitative research design was used to explore the Kazakh language teachers’ perspectives about the benefits and challenges of implementing the Latinization of the Kazakh alphabet in one school. The school in South Kazakhstan was chosen as a convenience site as the researcher is employed in this institution. Purposeful sampling was applied to select participants from the research site who had relevant knowledge. The semi-structured individual interview was used as the main tool for data collection. All interviews were audiotaped, transcribed verbatim, and translated into English. The qualitative data were coded and categorized into four themes that were analyzed and discussed in relation to previous literature. The research was conducted in accordance with the ethical standards required by Nazarbayev University. In the next chapter, the main findings of this study are presented. REFORM OF LATINIZATION OF KAZAKH ALPHABET 34 Chapter 4. Findings 4.1. Introduction This chapter presents the findings of the research study on the perspectives of Kazakh language teachers towards the Latinization of the Kazakh alphabet. The main research question was: How is the implementation of the Latinized alphabet for the Kazakh language perceived by Kazakh language teachers in one school in South Kazakhstan? The guiding questions were: (1) What are the perspectives of Kazakh language teachers working with Kazakh orthography towards the implementation of the Latin-based Kazakh alphabet? (2) What do Kazakh language teachers see as the main benefits and challenges of implementing the Latin-based Kazakh alphabet? (3) What support do Kazakh language teachers perceive as valuable to improve the implementation of the Latinized Kazakh alphabet? In this chapter, the findings from interview data collected from seven participants at one school site are presented. The data has revealed the following four themes: (1) Kazakh language teachers’ policy understanding, (2) Support for the Latinization policy and the benefits, (3) Resistance to the Latinization policy and the unintended consequences, and (4) Support for the Kazakh language teachers. At the end of this chapter, a summary of the findings on the perspectives of Kazakh language teachers towards the Latinization of the Kazakh alphabet is presented. The findings will be presented using supporting quotes from participants. Each participant has been assigned a number to protect their identity. They are represented as Participant 1, for example. 4.2. Kazakh language teachers’ policy understanding This section presents Kazakh language teachers’ understanding of the policy to Latinize the Kazakh alphabet. ‘Understanding’ means how teachers perceive the aims of the Latinization policy. REFORM OF LATINIZATION OF KAZAKH ALPHABET 35 All Kazakh language teachers were able to elaborate the purpose and aims of the policy, however, the intent of the policy was perceived in different ways. The dominant views of the policy intent were political, economic, and cultural, such as overcoming Russian colonialism or the Soviet legacy, preserving national identity, creating unity and a common cultural heritage, meeting global needs, and becoming more economically competitive. While five older and more experienced teachers identified an escape from Russian colonialism and the assertion of national identity as the policy intent, two younger teachers were more likely to think about globalization and modernization. The most dominant view of the policy intent, mentioned by three of the seven participants, was to overcome Russian colonialism. Participant 1 said: “I think the only way out of the political bondage that has been left behind by the colonial policy and out of Russia’s influence is to transition to this Latin graphic”. In the same way, Participants 2 and 7 believed that the aim of the policy is to overcome the Soviet legacy: “However, the taste of yesterday’s Soviet policy is still felt” (Participant 2) and “The transition to the Latin alphabet allows us to break free from Russian politics” (Participant 7). Related to the idea of overthrowing the Soviet legacy is the desire to assert an Independent Kazakh identity. Three out of seven teachers believed that the aim of the Latinization policy is to preserve Kazakh national identity. For example, Participant 5 said: “The reform is aimed at enhancing the prestige of the native language and the revival of our national values, which are passed from generation to generation by language”. Moreover, Participant 6 asserted that the policy aims to create unity and a common cultural heritage with all Turkic peoples: “The main aim of the policy is to live together with the Turkic peoples and have our common inseparable inheritance”. Participant 6 added that linguistic identity and modernizing the language are also the main aims of the policy: “Russian specific letters and REFORM OF LATINIZATION OF KAZAKH ALPHABET 36 sounds are not in line with our national articulation, and as we sometimes see the negative effects of these sounds, especially the Kazakh pronunciation of human names is distorted”. In contrast, Participant 4 put emphasis on globalization: “The purpose of the policy is to be open to the world and have access to scientific news and works written in Latin”. Similarly, Participant 3 pointed out that the policy aims at developing the country economically: “The main goal of transitioning the alphabet to Latin is to enter the top 30 developed countries”. A unique view was presented by Participant 4 who believed that there is a hidden agenda associated with the reform, the opportunity for personal profiteering: “In my opinion, every reform is based on some individuals’ specific interests and interests in making a profit”. From this quote, Participant 4 might mean that creating a reform is a good way of making money for people in the government. Overall, all participants perceive that the reform of the Kazakh alphabet has political, economic, and cultural purposes. The age and experience of teachers differentiated their description of the policy intent with older teachers emphasizing political and cultural purposes, while young teachers identified modernization purposes. 4.3. Support for the Latinization policy and the benefits This section provides findings about the level of support for the Latinization policy and the perceived benefits of implementing the Latin-based Kazakh alphabet. The participants’ responses were categorized into two subthemes: (1) Support for the Latinization policy, and (2) Benefits of the Latinization policy. The reform was perceived to be likely to impact on different stakeholder groups in different ways. Support for the Latinization policy. Five of the seven Kazakh language teachers support the transition to the Latinized Kazakh alphabet, believing the policy goals are REFORM OF LATINIZATION OF KAZAKH ALPHABET 37 worthwhile. These teachers believed that the policy will keep the linguistic identity of Kazakhstan. Participant 1 said: I prefer to switch from Cyrillic to Latin. I think it is OK to remove the Russian specific letters from the Latinized Kazakh alphabet. This is because, first of all, we are dealing with a problem of natural linguistic identity, and secondly, we will be able to reduce the number of letters representing foreign sounds in our language and preserve the natural identity of the Kazakh language. This quote demonstrates Participant 1’s supports for the transition and removal of the Russian specific letters. Similarly, Participant 5 said: I want our independent country to have Latinized Kazakh writing, instead of using Russian writing. So I have a good idea that the rules of the Kazakh language, the spelling rules will change. I do not object to the removal of the letters ч, ц, ш, щ, ю, я, э, ъ, ь, ё from the Latin alphabet. Moreover, Participant 6 said: “Of course, if the alphabet changes, the rules will also change, and I think it is alright.”. Despite Participant 7’s support for the policy, s/he does not believe in a successful outcome of the policy change: “I support the transition to the Latin alphabet, but it seems to me that we will not be moving to the Latin alphabet any time soon. Kazakhstan is not yet ready to change its alphabet, or the need has stopped for unknown reasons”. To sum up, the majority of Kazakh language teachers support the transition to the Latin-based Kazakh alphabet, the change of spelling rules and orthographic rules of the Kazakh language and the removal of the Russian specific letters from the Latinized Kazakh alphabet. Whilst two of the seven Kazakh language teachers resisted the Latinization policy, five teachers believed the reform should be supported. Only one teacher expressed doubt regarding the successful implementation of the reform. Benefits of the Latinization policy. This subsection presents findings about the benefits the Kazakh language teachers perceived for the country, teachers, and students. The REFORM OF LATINIZATION OF KAZAKH ALPHABET 38 identified benefits are (1) Strengthening linguistic identity, (2) The internationalization of the language, (3) Increased literacy, (4) Improved status of the language, and (5) Improvements to teaching and the school system. It is important to highlight that these benefits are interlinked so that each benefit may lead to another benefit. Strengthening linguistic identity. All five older and more experienced Kazakh language teachers believed that the Latinization of the Kazakh alphabet is beneficial for the country in terms of preserving and strengthening the Kazakh linguistic identity. For example, Participant 1 said: “First of all, linguistic identity. We will able to reduce the number of letters used to describe the sound of a foreign language so that we can keep the language pure”. Interestingly, even though Participant 3 does not support the transition to the Latin alphabet, s/he highlighted one benefit in terms of national language identity: “Moving to the Latin alphabet can only help get rid of the Russian-specific sounds in the Kazakh alphabet”. The internationalization of the Language. According to the teachers, another benefit of implementing the Latin-based Kazakh alphabet for the country is the internationalization of the Kazakh language. This was mentioned by four out of seven participants. Latinization of the alphabet was viewed as potentially strengthening relations with neighbouring countries, especially Turkic countries. Latinizing the Kazakh language was considered a way of internationalizing it by expanding the scope of the Kazakh language, creating unity, with the potential to attract foreigners and revive common Turkic literature. For instance, Participant 1 reported: “The transition to the Latin alphabet opens the way for the internationalization of the Kazakh language. The Turkic nations use mainly Latin. It will certainly help us to strengthen our political, economic, and cultural relationships with them”. Participant 6 added: Firstly, it would bring Turkic peoples closer together, and secondly, our national sound would save us from being influenced by neighboring countries. For that reason, the transition to the Latin alphabet could REFORM OF LATINIZATION OF KAZAKH ALPHABET 39 contribute to the revival of common literature among the ancient Turkic peoples. Participant 7 linked the internationalization of the language to the development of science and education in Kazakhstan, with the ability to produce economic benefits: “The transition to the Latin alphabet will give an opportunity for the development of science and education and will obviously expand the scope of the Kazakh language”. This participant highlighted the economic benefit as a result of internationalization. While Participant 4 is opposed to the reform, s/he also noted potential economic benefits: “Foreigners may get used to it quickly, and then the number of visitors to our country will increase” This Participant maintained that the benefit “the internationalization of the language” will lead to other economic benefits, such as the “Opportunity for foreigners to learn the Kazakh language” and “Increase in a stream of tourists or visitors”. It means that the internationalization will lead to increased tourism in Kazakhstan. Increased literacy. Four of the seven teachers responded that the Latinization of the Kazakh alphabet may increase student literacy rates in Kazakh and foreign languages. Participant 1 highlighted that the students will be educated and fluent in writing in the Kazakh language: “I think that future generations, especially my students, will be educated so that they will be able to write fluently in the pure Latinized Kazakh language. Consequently, our school will be proud of its own students”. Participant 5 believed that students will learn the language and increase their literacy with the help of not only teachers but also their parents: “It is important to keep in mind that students will learn the language together as they study with their parents”. This participant added that Latinization will help students to learn English more easily and moder