Bilingualism of Students in Kazakhstan as a Challenge for Inclusive Education
Abstract
RESEARCH OBJECTIVE: The objective of this article is to present the issue of Kazakh-Russian bilingualism as it relates to inclusive education in Kazakhstan. The study aims to gain insight into parents’ perspectives on bilingualism and its role in their children’s development.
THE RESEARCH PROBLEM AND METHODS: Bilingualism in Kazakhstan is a significant challenge for the education system, particularly as the country undergoes a process of linguistic derussification. The main research question is: How do parents in Kazakhstan perceive the bilingual environment in which their children are developing? The study was conducted with Kazakh parents (N = 107) using a bilingual online survey.
THE PROCESS OF ARGUMENTATION: The theoretical section describes the linguistic situation in Kazakhstan and the changes that have taken place in this context. Bilingualism has been described as a unique factor that can either enrich or impoverish a child’s development. The study compares students’ low reading scores (PISA) with potential difficulties resulting from bilingualism. The empirical section presents the findings from the research.
RESEARCH RESULTS: Parents reported that their children speak primarily Kazakh (49.5%), followed by Russian (35.5%), and both languages (14%). Most children (73.8%) are surrounded mainly by the Kazakh language at home and at school. A significant majority of parents (90.7%) want their children to speak English in the future. For most parents, bilingualism is seen as a positive phenomenon; however, a small percentage (9.3%) view it as a potential threat to their children’s development.
CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: The findings of this study can be used to inform further research on the developmental and social effects of bilingualism in Kazakhstan. They can also help educate teachers about the diverse needs of multilingual students, both in Kazakhstan and beyond.
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