Novosibirsk State Pedagogical University Bulletin, 2016, Vol.6, No.4, pp.59-72
UDC: 
373.2

Problems of English language implementation into primary schools for multilingual education development in the Republic of Kazakhstan [In English]

Zhetpisbayeva B. A. 1 (Karaganda, Republic of Kazakhstan), Shelestova T. Y. 1 (Karaganda, Republic of Kazakhstan), Akbayeva G. N. 1 (Karaganda, Republic of Kazakhstan), Kubeyeva A. E. 1 (Karaganda, Republic of Kazakhstan), Tleuzhanova G. K. 1 (Karaganda, Republic of Kazakhstan)
1 Academician E. A. Buketov Karaganda State University, Karaganda, Republic of Kazakhstan
Abstract: 

The current research aims to investigate English teachers’ ideas towards the implementation of the curriculum for teaching English as a third language to grades 1-4 and the organization of English Language Teaching (ELT) in primary schools in the conditions of multilingualism in Kazakhstan. Implementation of ELT into Primary Schools is innovative process demanding an assessment, development and practice of pedagogical innovations. In the condition of a language situation in Kazakhstan, ELT in primary schools demands the system decisions connected with its standard, scientific and methodical research, staff teaching and resource providing. The authors made the analysis of international experience, which is correlated with the state of early English language education, typical of modern Kazakhstan. On the basis of the comparison problematic aspects of this process are indicated and presented in the form of the organizational and pedagogical conditions of English language teaching at early stage in Kazakhstan.
The data for the study is gathered from 105 primary school English teachers from different school via a questionnaire. The questionnaire has closed and open-ended questions and aims at finding teachers views about the starting age/grade for language learning, the type of teachers’ professional development for English teaching in primary schools, modern teaching materials (programs, curriculum and instructional kits (CIK), methodological literature, etc.), activities which are used in primary schools by language teachers.
Analysis of the problem enables to reveal that along with the positive experience some school have had in teaching English language to young learners (ELYL) from the 1st grade, most schools have not yet made a transition to the system organization of teaching foreign languages in the primary school.

Keywords: 

Young learners, English language teaching, primary school, professional development, teaching materials

For citation:
Zhetpisbayeva B.A. (Karaganda, Republic of Kazakhstan), Shelestova T.Y. (Karaganda, Republic of Kazakhstan), Akbayeva G.N., Kubeyeva A.E., Tleuzhanova G.K. Problems of English language implementation into primary schools for multilingual education development in the Republic of Kazakhstan. Novosibirsk State Pedagogical University Bulletin, 2016, no. 4, pp. 59–72. DOI: http://dx.doi.org/10.15293/2226-3365.1604.06

For citation:
Zhetpisbayeva B. A., Shelestova T. Y., Akbayeva G. N., Kubeyeva A. E., Tleuzhanova G. K. Problems of English language implementation into primary schools for multilingual education development in the Republic of Kazakhstan [In English]. Novosibirsk State Pedagogical University Bulletin, 2016, Vol.6, No.4, pp.59-72. DOI: http://dx.doi.org/10.15293/2226-3365.1604.06
References: 

1. Adamson B., Morris P. The English curriculum in the People’s Republic of China. Comparative Education Review. 1997, vol. 41 (1), pp. 3–26.

2. Birdsong D. Interpreting age effects in second language acquisition. Eds. J. F. Kroll and A. M. B. De Groot. Handbook of Bilingualism: Psycholinguistic Approaches. Oxford, Oxford University Press Publ.,  2005, 608 p.

3. Brown Douglas H. Teaching by principles: An interactive approach to language pedagogy. 2nd ed. White Plains, Longman Publ., 2001, 569 p.

4. Bourdieu P. Language and symbolic power. Massachusetts, Harvard University Press Publ., 1991, 307 p.

5. Cameron L. Challenges for ELT from the expansion in teaching children. ELT
Journal.
2003, vol. 57 (2), pp. 105–112.

6. Cortazzi M., Jin L. English teaching and learning in China. Language Teaching. 1996, no. 29,
pp. 61–80.

7. De Keyser R., Larson-Hall J. What does the critical period really mean? Eds. J. F. Kroll and
A. M. B. De Groot. Handbook of Bilingualism: Psycholinguistic Approaches.  Oxford, Oxford University Press Publ., 2005, 608 p.

8. Gürsoy E., Korkmaz S. Ç., Damar A. E. Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Egitim Arastirmalari-Eurasian Journal of Educational Research. 2013, no. 53/A, pp. 59–74.

9. Hoque S. Teaching English in primary schools in Bangladesh: Competencies
and achievements. Eds. J. Enever, J. Moon and U. Raman. Young Learner English Language Policy and Implementation: International Perspectives. Reading, Garnet Education Publ., 2009, 214 p.

10. Hu G. English language teaching in China: Regional differences and contributing factors.  Journal of Multilingual and Multicultural Development. 2003, vol. 24, pp. 290–318.

11. Hu G. English Language Education in China: policies, progress and problems. Language Policy. 2005, no. 4, pp. 5–24.

12. Hu Y. China’s foreign language policy on primary English education: What’s behind it? Language Policy. 2007, no. 6, pp. 359–376.

13. Jin L., Cortazzi M. English language teaching in China: A bridge to the future. Asia Pacific Journal of Education. 2002, vol. 22, no. 2, pp. 53–64.

14. Komorowska H. Organization, integration and continuity. Eds. Doyle P., Hurrell A. Foreign Language Education in Primary Schools. Council of Europe Press Publ., 1997, 102 p.

15. Li D. F. ‘It’s always more difficult than you plan and imagine’: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly. 1998, vol. 32 (4),
pp. 677–703.

16. Mathew R., Pani S. Issues in the implementation of Teaching English for Young Learners (TEYL): A case study of two states in India. Eds. J. Enever, J. Moon and U. Raman. Young Learner English Language Policy and Implementation: International Perspectives. Reading, Garnet Education Publ., 2009, 214 p.

17. Moon J. Children learning English. Oxford, Macmillan-Heinemann Publ., 2000, 160 p.

18. Nikolov M., Mihaljević Djigunović J. Recent research on age, second language acquisition, and early foreign language learning. Annual review of applied linguistics. 2006, no. 26, pp. 234–260.

19. Niu Q., Wolff M. China and Chinese, or Chingland and Chinglish? English Today. 2003, vol. 19 (2), pp. 9–11.

20. Nur C. English Language Teaching in Indonesia: changing policies and practical constraints. Eds. W. K. Ho and R. Y. L. Wong. English Language Teaching in East Asia Today: Changing Policies and Practices. Singapore, Eastern Universities Press Publ., 2003, 482 p.

21. Schleicher A.Building a High-Quality Teaching Profession: Lessons from around the world. Paris, OECD Publ., 2011, 70 p.

22. Zhetpisbayeva B. A., Shelestova T. Y. Difficulties of Implementation of Primary English Education in the Republic of  Kazakhstan: Language Teachers’ Views. Review of European Studies. 2015, vol. 7 (12), pp. 13–20. DOI: http://dx.doi.org/10.5539/res.v7n12p13

Date of the publication 17.08.2016