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SUMMARY:Trilingual education in Kazakhstan: challenges of pre-service teac
 her training - Assel Kambatyrova (Junior Researcher) and Leila Iyldyz (PhD
  Candidate) Nazarbayev University Graduate School of Education\, Kazakhsta
 n
DTSTART:20150701T160000Z
DTEND:20150701T173000Z
UID:TALK59931@talks.cam.ac.uk
CONTACT:Chloe Gayer-Anderson
DESCRIPTION:The purpose of this paper is to explore difficulties encounter
 ed by teacher training institutions in setting up and delivering pre-servi
 ce teacher education programmes to serve the needs of the emerging triling
 ual educational system and to identify good practices. The promotion of tr
 ilingual education has become one of the key elements of the language poli
 cy in Kazakhstan\, as evidenced in the official rhetoric and strategic pro
 grammes. Kazakhstan presents an interesting case\, where Kazakh is promote
 d as a state language whilst Russian has been widely used as a Soviet lega
 cy. This is in parallel with the introduction of English as a third langua
 ge. English\, which has always been a foreign language\, is seen as a lang
 uage of integrating the nation into the global world. According to the Min
 istry of Education and Science\, 10% of the teachers are expected to teach
  Sciences and Mathematics in English by 2015 and 15% by 2020. To this end\
 , the Strategic Programme for Educational Development envisages teacher tr
 aining and an update of the standard curriculum. However\, this figure was
  only 0.15% among teachers of Mathematics and Sciences in 2014. Since 2008
 \, several higher education institutions have been engaged in piloting pre
 paration of teachers who would teach subjects in English. However\, there 
 is little clarity as to how universities are finding their own ways and de
 veloping their best practices. The research into the current practices is 
 required in order to assist in setting up the envisaged national pre-servi
 ce teacher training system.
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ
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