Challenging aspects of Kazakhstan’s trilingual education policy: evidence from a literature review
Sarmurzin Y. Amanzhol N. Toleubayeva K. Zhunusova M. Amanova A. Abiyr A.
October 2024Springer Science and Business Media B.V.
Asia Pacific Education Review
2024#25Issue 4801 - 811 pp.
The research reported in this article explored the implementation of Trilingual Education Policy in Kazakhstan. The authors explain the challenges stakeholders came across while taking on the reforms in the language-in-education policy. In this context, the scholars describe four main challenges, such as the simultaneous implementation of several reforms, teachers training, a lack of an English environment, and different language origins. The topic is important, as the issue has been raised for almost two decades. Despite the two decades of meticulous deliberation and piloting of the system, it has not been fully implemented yet. During the research, a systematic literature review method was adopted. The authors used Google Scholar, ERIC, Web of Science, and Scopus databases as well as the official websites of the Government of Kazakhstan and Media resources. This review was conducted using Russian, English, and Kazakh databases.
Kazakhstan , Multilingualism , School reforms , Secondary education , Trilingual education , Trinity of languages
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Auezov South Kazakhstan University, 5, Tauke Khan Avenue, Shymkent, Kazakhstan
Buketov Karaganda University, Karaganda, Kazakhstan
L.N. Gumilyov, Eurasian National University, Astana, Kazakhstan
Suleyman Demirel University, Kaskelen, Kazakhstan
Auezov South Kazakhstan University
Buketov Karaganda University
L.N. Gumilyov
Suleyman Demirel University
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