1. International scientific-practical conference «Trilingual education: national and international experience»  
  “Specifics of implementation of trilingual education programmes in schools with languages of ethnic minorities"
Atanasia Stoianova,
Central Asia Education Programme of the OSCE High Commisioner on National Minorities
November 23-24, Astana,
Kazakhstan        
   

2. …states should develop integrated and multilingual system of education at all levels, aimed at provision of
equal access,
equal opportunities
and equal final results of education for all students regardless of their belonging to majority or minority.
Ljubljana recommendations
on integration of different societies
OSCE High Commisioner on National Minorities

3. Partnership stages and its content
Enhancing teaching state language; studying discipline terminology – preparation to UNT
Informing and involving stakeholders, seminar-trainings for teachers; development of methodological materials, etc.
Piloting bilingual/ multilingual education programmes
Informing and involving stakeholders, seminar-trainings for teachers; creation of cluster network of schools to promote multilingual education, expansion of pilot approbation (6+9+1), development of methodological materials, etc.
Enhancing conditions and expansion of bilingual/ multilingual education practice
Development of regional partnership on multilingual education issues
Expert methodological support of the process of piloting multilingual education; involving Orleu to the process of partnership with High Commissioner on National Minorities, strengthening expert opportunities and increase of qualification in CLIL, etc.

4. BACKGROUNDS AND CHARACTERISTICS OF MULTILINGUAL EDUCATION PROMOTION
PROGRAMME CHARACTERISTICS
PILOTING RESULTS
NEW CHALLENGES AND POSSIBLE SOULTIONS

5. CHARACTERISTICS OF MULTILINGUAL EDUCATION PROMOTION
Recognized needs
Grass-roots initiatives
Support
Involvement of stakeholders
Planing by taking into account context, resources, and risks
Possibility of choice
Voluntary
Phased implementation
Ongoing work to improve capabilities of teachers
Analysis and advancement

6. Criteria of Multilingual Education programmes
Mother-tongue education.
Importance of maintaining national identity by receiving education in mother tongue;
The right of ethnic minorities to receive education in mother tongue;
Multilingual approach.
The role of the state language as an instrument to provide full and effective participation, formation of civil identity.
The right and сommitment of ethnic minority representatives to receive sufficient knowledge of the state language.
Multicultural approach.
Promotion of linguistic and cultural diversity
Education can bring meaningful contribution to long-term conflict prevention.

7. WHAT ARE THE RESULTS OF PILOTING MULTILINGUAL PROGRAMMES?

8. KAZAKHSTAN
South Kazakhstan
15 schools
32 interviews
56 surveys
9 focus groups
46 school teachers, parents
Analysis of legislative and regulatory framework, current monitoring materials
Almaty district and Almaty city
734 surveys teachers parents students
15 focus groups

9. Models of Multilingual Education
Variants
Language
Education levels
Elementary school
Secondary school
High School
% of time
grades 1-4
grades 5 – 9
grades
10-11(12)
1 Variant
L1 / MT
80% - 70%
60% - 50%
40% - 20%
L21 / KZ
15% - 15%
20% - 30%
35% - 55%
L22 / RU
0 - 10%
L3 / EN
5% - 5%
5% - 5%
10% - 10%
2 Variant
75% - 70%
60% - 40%
10%
10% - 15%
20% - 35%
60%
10% - 10%
15% - 20%
20%
3 Variant
60% - 45%
30%
50%
Integrated learning of discipline and language. Disciplines are taught in target language or in two languages by choice
Environmental science,
Handicraft,
Art
Environmental Studies,
Physical education, Geography,
Biology, Maths,
Art,
Computer Sciences
Physical education,
Geograhy,
Biology,
Chemistry,
Maths,
History,

10. Some results of piloting multilingual programmes
In all schools bi/multilingual education programmes (BLE/MLE) with the basis on mother tongue of students are practiced.
Kazakh language is used as second language for all schools.
In ten schools bilingual education (BLE) with education in mother tongue and Kazakh are practiced.
In five schools three languages are used as languages of instruction (multilingual education, MLE): mother tongue, Kazakh and Russian languages; (usually, mixed schools)
In two schools disciplines are taught in four languages (MLE): mother tongue, Kazakh, Russian, and English – in separate grades ( school- gymnaisum № 153, Almaty and school-gymnasium № 107, Shymkent).

11. Some results of piloting multilingual programmes
At the core of multilingual programmes realized by pilot schools there is enriching model of multilingual education. This lets developing language competence of national, Kazakh, and Russian languages, and also helps to take into account the needs of the first (mother-tongue) language competence.
Variation of multilingual education programmes (15 – Kz L2; 9 -BLE; 4-Kz+Rus; 2- L4-Eng).
Approved multilingual education programmes in pilot schools provide higher level of adoption of target languages, course content, and also wide access to higher education.
Teachers note the improvement of communication skills among students of different languages, including the skills of intercultural communication and tolerance.
Pilot schools that achieved the best results (Saremi school-gymnasium, Shymkent; Rozibakiyev school-gymnasium, Almaty, and etc.) act as resource centres for new schools joining approved multilingual education.
In all schools multilingual education programmes are employed in pilot mode and cover only half of the school enrollment.

12. Some results of piloting multilingual programmes
Despite the fact that there is still worry about the future of mother tongue in education, the majority of teachers, parents, and students in pilot schools believe in the benefits of multilingual; education and recognize its advantages.
The number of pilot school graduates participating in UNT and entering universities increases year after year.
In most cases, teachers and students feel themselves as a part of united educational system because of the participation of teacher and students in olimpiads, competions, projects carried out in national language are rising.

13. Indicators of school-gymnasium №153 in Almaty
In the number of students were doubled
University entrance increased to 30%
Average score of UNT rose from 59,8 to 105,8 scores
Rates of UNT indicators in languages went up, Kazakh: 16,4 – 23,3; Russian: 12,6 – 20,5 scores
Rates of UNT indicators in Maths: 7,3 – 20; in History of Kazakhstan: 13 – 21,6; went up
According to the results of intraschool control quality of knowledge was increased almost by double, and today’s indicator is 60%.

14. Dynamics of enrollment of students in schools with Uigur medium of instruction

15. MEoS of the Republic of Kazakhstan adopted
The Road map / The Road map for the implementation of multilingual education in schools with national language instructions for years.

16. HOW MUCH IS IT POSSIBLE TO EXPAND THE PRACTICE OF MULTILINGUAL EDUCATION?

17. Traditions of multilingualism
I speak in that language
Percentage
1-4 grades
5-9 grades
teachers
parents

18. Multilingual Education Programmes Support
Would you like to have some disciplines in one language,
and others in another?
Yes No
I don’t know/ I’m not sure
Students of 1-4 grades %
Students of 5-9 grades %
Parents %

19. Multilingual Education Programmes Support
teachers
parents
1) If a child starting from childhood has been learning second language,
then it becomes easier to learn other languages, and he or she has more opportunities to learn more languages
3) This makes school more competitive and attracts more students from rural regions to our school
5) If a child has an opportunity to learn state/ official languages, including his or her mother tongue, he or she will have higher level of self-esteem
7) ) If a child has an opportunity to learn state/ official languages, including his or her mother tongue, he or she will easlily communicate with people of different nationalities and cultures

20. Qualifications of teachers to be able to teach in multilingual schools (self-assessment)1.
Total number of teachers (10 schools)
1 122
100% 2.
Teachers with insufficient competence in L2 и L3 to teach in those languages (on the basis of teachers’ self- assessment)
228
20,3%
In Kazakh
144
12,8 %
In Russian 70 6%
In English 14
1,2 % 3.
Teachers who were trained in CLIL methodology
105
9,4%

21. Proficiency of target languages
Teachers’ language skills
Uigur
Kazakh
Russian
English
Percentage
Listening
Listening
Speaking
Reading
Writing

22. Educational and methodological support
Evaluate the presence of learning and teaching materials
in your discipline?
in Uigur
in Kazakh
in Russian
in English
Percentage
I do not know
Did not respond
Absent
Good
Excellent
Insufficient
Satisfactory

23. AWARENESS OF MULTILINGUAL EDUCATION
one in five of the respondents said that their schools do not participate in this process
1/3 of teachers and almost 40% of parents do not have sufficient information about multilingual education, its implementation characteristics in schools.
More than 30% of respondents are concerned about its advantages, its influence to students’ educational achievements and general quality of education, availability of resources in the schools.

24. Promotion of trilingual education in schools with different languages of instruction

25. High school Elementary school Middle school Kazakh-medium schools
Kazakh-medium schools
Russian-medium schools
Школа с другими (узбекским/таджикским/уйгурским) языками обучения
Elementary school
Medium if instruction
Kazakh
Russian
MT + Kazakh/ Russian
Learning languages as disciplines
Kazakh,
Russian,
English
Kazakh, English
MT,
Learning disciplines in target languages -
2-4 disciplines bilingually
Middle school
Казахский + Russian
Russian+Kazakh
MT + Kazakh+ Russian
Kazakh;
Russian and Russian literature;
Russian;
Kazakh and Kazakh literature,
MT ;
Kazakh and Kazakh lietarure;
Worldwide history - RU
Worldwide history - KZ
History of Kazakhstan - KZ
3-5 disciplines bilingually (MT+KZ / MT+RU)
High school
Kazakh+
Russian+English
Russian+ Kazakh+English
MT + Kazakh+ Russian+English
Russian and Russian literature
Russian, English
Kazakh and Kazakh literature
Uzbek, English
Kazakh and Kazakh literature;
2 disciplines- EN
Worldwide history -KZ
2 disciplines - EN
History of Kazakhstan -KZ
2 disciplines – EN
4-5 disciplines bilingually (MT+KZ / MT+RU)
STEM disciplines: Biology, Chemistry, Physics, ICT
Humanities: Earth science , ICT, Law Basics

26. Encouraging factors
Traditions of bilingualism and values of individual multilingualism in society
Bilingual education practice that students perceive in pre- and elementary school
Presence of experts who are competent child’s home language
Multilingual education support through direct beneficiaries: parents and students

27. Challenges
4 languages are obligatory in discipline and language education.
The number of disciplines to study in second language is double than in schools education provided in Kazakh or Russian medium of instruction.
Disrupted continuity in learning of mother tongue: the family-kindergarten-preschool.
Insufficient staff, teaching and learning provision.

28. Recommendations Additional research of the situation;
Providing students at schools with instruction in the languages of national minorities the right to choose a third language of instruction
Defining the strategy of development of educational materials and training of staff in national languages in the context of multilingual education
Teacher standart acception for multilingual programmes taking into account requirements of competence in L1 and L2 (L3);
Development of teacher training for multilingual education;
Multilingual education teachers’ accreditation;
Further enhancement of the system of professional development of teachers on the basis of schools;
Right compliance of parents’ choice;
Sufficient transitional period.

29. Рахмет
Спасибо
Thank you