1. LANGUAGE TEACHERS AND THE NEW CURRICULUM IN KAZAKHSTAN Bob Obee Express Publishing Astana 2016

2. Three challenges Adapting to the introduction of the skills-based curriculum model Embracing the C21 st skills dimensions of the new curriculum Adapting to their multi-various roles as key agents in the successful implementation of the tri-lingual policy

3. Language Teacher ‘factors’ language teacher ‘target’ language competence ….crucial in this respect for the implementation of a skills- based curriculum are that teachers need to feel comfortable conducting lessons in English and, therefore, sustain practices which co-opt learners into making English the means as well as the focus of their lessons teachers’ level of English does not cause them to limit themselves to a certain range and type of inputs which they feel they can most effectively manage and control – thus, limiting wider forms of engagement for learners with language

4. Language Teacher factors It is essential that teacher training and induction to new programmes maintains a ‘broad’ view of language teacher teaching competences - knowledge and understanding - skills - dispositions

5. Teacher knowledge and understanding subject matter knowledge pedagogical content knowledge [knowledge of tasks, learning contexts and objectives] pedagogical knowledge [role played by effective modelling, questioning and feedback] curricular knowledge understanding of effective use of technologies awareness of group processes and dynamics grasp of effective evaluation processes and methods

6. Teacher skills classroom skills [for a skills-based curriculum] the planning, managing and co-ordinating of teaching and the management, monitoring and assessment of students and groups awareness of where skills input becomes uptake / language input becomes intake professional skills - collaborating with colleagues [tri-lingual policy: EMI content lessons/cross curricular learning] - - negotiating with groups such as parents [mediating skills-based perspectives] - - adapting to changes in educational context [tri-lingual policy] - - interpersonal skills for learning both as an individual and in professional communities - [ embracing IT, classroom technology and HOTS perspectives]

7. Teacher dispositions attitudes, values and commitment that characterise a teacher’s approach to a subject and perspectives on his or her role as a pedagogue. - epistemological awareness of issues relating to English as a subject e.g. vision in the tri-lingual reform of English as the language of global interconnectivity - awareness of teaching skills through content and the extent to which teachers see these skills as being transferable - appreciation of the diversity and multi-culturality of their pupils [and how this plays into tri-lingual challenge] - commitment to promote the learning of all pupils [ promoting positive skills learning outcomes for all]

8. One key notion: ‘transferability’ awareness of teaching skills through content and the extent to which teachers see these skills as being transferable transferable to other language subjects transferable to other curriculum subjects generally and EMI subjects transferable to study, work and life success in the fast- changing C 21 st [enhancing through the study of English learners’ critical and creative thinking skills, information technology skills and their interpersonal and social awareness]

9. …let’s be emboldened by the tri-lingual vision additive-multilingualism … positive influence of studying more than one language on learner’s general level of literacy and the cognitive and skills enrichment learners gain from being able to contrast notions, systems and meanings in different languages the development of multi-competent speakers and writers who can operate effectively in different domains