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1. A critical view of National Senior Certificate examination discourse and First Additional Language writing tests
2. COVID-19 RESULTED IN CLASSROOMS WITHOUT WALLS: WHAT CAN PEDAGOGICAL AND CONTENT KNOWLEDGE (PCK) OFFER?
3. ‘I can easily switch to the Kazakh language, also to the Russian language’: reimagining Kazakhstani CLIL implementation as a third space
4. “I notice Im getting more involved, interested, and excited about my future topic.” Action research as a transition from research steps to navigating graduate students scholarly dispositions
5. Leveraging the pedagogical nexus in CLIL professional development
6. ‘My English seems not enough’: moving from language deficit views to Kazakhstani CLIL (content and language integrated learning) teachers’ funds of knowledge
7. Social stratifying Kazakhstan: A Bourdieusian social reproduction analysis of higher education internationalisation
8. “The Curriculum Does Not Know the Conditions Under which I Teach”: Kazakhstani EFL Teachers’ Embodied Nomadic Culture as Agency
9. An integrative systematic review of career transitions across STEM and HASS disciplines
10. Silencing the scholar: bureaucratic logic and the revaluation of the PhD in Kazakhstan
11. Unequal returns? A bourdieusian analysis of the state-funded education and career pathways in Kazakhstan
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