Abstract
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.
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Hereby, I, Yerbol Sarmurzin, consciously assure that for the manuscript " Challenging Aspects of Kazakhstan’s Trilingual Education Policy: Evidence from a Literature Review " the following is fulfilled: (1) This material is the authors' own original work, which has not been previously published elsewhere. (2) The paper is not currently being considered for publication elsewhere. (3) The paper reflects the authors' own research and analysis in a truthful and complete manner. (4) All sources used are properly disclosed (correct citation). (5) All authors have been personally and actively involved in substantial work leading to the paper, and will take public responsibility for its content.
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Sarmurzin, Y., Amanzhol, N., Toleubayeva, K. et al. Challenging aspects of Kazakhstan’s trilingual education policy: evidence from a literature review. Asia Pacific Educ. Rev. 25, 801–811 (2024). https://doi.org/10.1007/s12564-023-09823-7
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DOI: https://doi.org/10.1007/s12564-023-09823-7