According to the decree of the First President of the Republic of Kazakhstan Nursultan Abishevich Nazarbayev the policy of trilingualism is being implemented in the educational sphere of Kazakhstan (Ministry of Justice of the Republic of Kazakhstan, 2011). Nazarbayev Intellectual Schools, which is the flagship of the educational sphere in the Republic of Kazakhstan, also applies the trilingual model of education.

Nazarbayev Intellectual School of Nur-Sultan, implementing the International Baccalaureate programmes (hereinafter referred to as the School) implements education in Kazakh, Russian and English languages. Kazakh is the state language and is the duty of every member of the school community, Russian is the language of international communication, and English is important for integration into the global community.

At Nur-Sultan Nazarbayev Intellectual School the language policy is an integral part of the educational process.

All members of the school community know that Kazakh, Russian and English play an important part in the prosperity of Kazakhstan and therefore fluency in these languages is key to success.

 

1. 1.    General Policies
2. 1.          This Language Policy is used by students, teachers and other participants in the school community at Nazarbayev Intellectual School of Nur-Sultan.
3. 2.        The aim of this policy is to provide guidance for the implementation and development of a trilingual model of learning and to support students’ mother tongues.
4. 3.          The Language Policy is reviewed annually.
5. 4.          The following terms are used in this Policy:

1)           Trilingual Education Model  – A model of education in which subjects are taught in Kazakh, Russian and English;

2)           Language Policy –the School policy that governs issues relating to the language aspect of teaching and learning;

3)           The Main School – is the International Baccalaureate programme of study which is aimed at students aged 13-17;

4)           High school – the International Baccalaureate Degree Programme which is intended for students aged 18-20;

5)           Language of instruction – the language in which the subject is taught;

6)            Language Phases – stages of learning languages;

7)           Mother tongue – оone of the main signs of a person’s national (ethnic) identity;

8)          First language – a language mastered by a person since childhood;

9)          Second language – a language acquired by a person after his/her mother tongue or first language;

10)     Levels of attainment – a level descriptor that meets the criterion that best corresponds to the attainment of the learner’s work;

11)     Integration – the process of borrowing, shifting and merging characteristics that were previously characteristic of only one particular language;

12)     Language resources – sources of knowledge that help to improve language level through live communication;

13)     IELTS certificate – a certificate that certifies a certain level of proficiency in English;

14)     APTIS Certificate – a certificate similar to IELTS which certifies a certain level of English;

15)     KazTest Certificate – a certificate certifying a certain level of proficiency in the Kazakh language;

1. All languages taught in the Main and Senior Schools are divided into two groups:

Group 1 – Language and Literature (Kazakh Language and Literature, Kazakh Literature, Russian Language and Literature, English Language and Literature).

Group 2 – Language (Kazakh, Russian, English).

 

1. 2. Subjects and language teaching In the basic school

 

1. In the basic school pupils are allocated according to their first language. The school has formed Kazakh and Russian language classes.
2. The subject ‘Kyogamdyk ғylymdar negizderi’ which is an integration of ‘History of Kazakhstan’ and ‘Geography of Kazakhstan’ is taught in Kazakh language in all grades 7-8.
3. The subjects “History of Kazakhstan” and “Geography” are compulsory and taught only in Kazakh language in all 9-10 grades.
4. Physical Education is taught only in Kazakh language in all grades 7-12.
5. Pupils in grades 7-9 in Kazakh language classes learn “Kazakh language and literature”, while pupils in Russian language classes learn “Russian language and literature”. These subjects belong to the first group of Language and Literature.
6. Second language teaching takes place according to the language phases in accordance with Annex 1 to this Policy.
7. The teaching of languages by phase takes place in groups of students with the same learning phase.
8. At the end of each school year, students’ results are analysed and teachers make recommendations for the student’s further progress in the phases. Detailed information on phases by language and grade is provided in Annex 2 of this Policy.
9. In the absence of an appropriate phase in a grade, the student will be transferred to another grade.
10. In the event that a student shows high ability in a class with a recommended phase, promotion to a higher phase takes place after the first semester if a higher phase is available in the class of study.
11. If a student is not recommended for further progression at the end of the academic year, the student remains in the previous phase if an appropriate phase is available in the following year of study. In the absence of such a phase, the student is advised to progress to the next phase with compulsory attendance of additional classes.
12. Pupils in Year 10 who have reached English Language Phase 6 are recommended to study English Language and Literature.
13. The subject Russian is not taught in Year 10 of the Primary School. All pupils change to Russian language and literature after finishing Grade 9.
14. The subjects “Science” and “Social Studies” are taught in the language of instruction and in English from year 7. Thus, the number of subjects taught in English increases in each year of study (see Appendix 3 of this Policy).  Gradual immersion in English ensures that students are well prepared to study all subjects in English at Senior School.

 

1. 3.    Teaching subjects and teaching languages

in high school

 

1. All subjects taught in Senior School except Russian Language and Literature, Russian Language, Kazakh Literature, Kazakh Language, Modern History of Kazakhstan and History of Kazakhstan are taught in English.
2. Initial Military Training and Physical Education are taught in Kazakh at grades 11 to 12.
3. Pupils choose subjects “Russian language and literature”, “Russian language”, “Kazakh literature”, “Kazakh language”, “English language and literature” and “English language” according to their need.
4. All subjects in the Senior School are at an advanced and standard level with the exception of English. This subject can only be studied at an advanced level. The subjects “Kazakh Literature”, “English Language and Literature” and “Modern History of Kazakhstan” are studied at Standard Level only.
5. In Senior Cycle 1 students may opt to study two languages from Group 1 or one language from Group 1 and one language from Group 2. The following combinations of choices are possible:

– Kazakh Literature and English Language and Literature (Group 1);

– Russian Language and Literature and English Language and Literature (Group 1);

– Kazakh Literature and English Language (Group 1 and Group 2);

– Russian Language and Literature and English Language (Group 1 and Group 2);

1.  If any combination is chosen without exception, students must also study Kazakh or Russian as a third language).
2. In the case of students whose mother tongue or first language is not Kazakh, Russian or English, the School offers the possibility of online language tuition on a fee basis at the expense of their legal representatives through the Pamoja platform.
3. Subjects chosen for external assessment for the National Certificate of Achievement are taught in both Kazakh and Russian, regardless of the language in which students studied the subject in the Main School.

 

1. 4.    The process of allocating students according to

language phases

 

1. The division into phases for students in years 8-10 takes place at the end of the previous school year in order to form groups and classes for the following school year. The formation is based on teacher recommendations, which are then forwarded to the Coordinator of the Primary School and the Deputy Principal for Academic Affairs. The Deputy Principal, in conjunction with the Core School Co-ordinator, forms the lists by class and group.
2. Newly admitted Year 7 pupils in Term 1 are taught according to Phase 2 only.
3. The division into phases for newly admitted Year 7 pupils takes place at the end of Term 1. The basis is the teacher’s recommendation and the learning outcomes of the first semester.
4. In order to move from Phase 5 to the Language and Literature group, pupils have to complete a creative task.
5. Information regarding changes in achievement levels and phases is communicated to students and parents after the end of the school year but no later than 15 June of the current year.

 

1. 5.    Support for pupils’ mother tongues and first languages

 

1. The school aims to create favourable conditions for the development of pupils’ native languages other than Kazakh, Russian and English. The school implements a ‘Second Language’ project whereby pupils can learn foreign languages. This project provides opportunities for additional teachers to teach students.
2. The School’s international teachers are language resources and can also teach languages outside the classroom should the need arise.
3. The list of students who need to learn a mother tongue is determined at the beginning of each school year through a class survey. The supervisors are responsible for conducting the survey.
4. Once a list of willing students has been identified, the Deputy Head of Education may consider several ways of providing mother tongue learning opportunities:

–        Providing access to the online platform Pamoja;

–        Engaging local or international teachers who are native speakers of the language;

–        Inviting a teacher to come to the school (in case a language has been provided for in the school’s payment system).

1. The Deputy Director of Education is responsible for coordinating the language clubs.

 

 

1. 6.    The role of the school community in implementation

trilingual policy

1. All members of the school community, including the school administration, teachers and students, parents and support staff should contribute to the implementation of the Language Policy.
2. All teachers are language teachers, the process of teaching students to learn should always be accompanied by competent speaking and writing of both students and teachers.
3. Teachers should provide the school with indicators of language competence as certificates expire: English competence is determined through APTIS or IELTS certificates, to determine language competence in Kazakh, teachers provide the KazTest certificate.
4. Early language learning is possible through the organisation of clubs initiated by students in the Senior School. Students in Years 11-12 can organise language circles as part of the Creativity, Action and Service to Society component.
5. Organisers should present information in Kazakh, Russian and English at all meetings and gatherings organised at the School.
6. E-mails intended for the general public must be written in Kazakh, Russian and English.
7. Orders, memos and other documents are to be written in both Kazakh and Russian.
8. Responses to parents’ enquiries, reply letters are given in Kazakh or in the language of the enquiry.

 

 

 

 

 

Appendix 1

 

Language phases in the Middle Year Program

 

	Beginner Phase 1–2	Capable Phase 3–4	Skilful Phase 5–6
	In order to achieve the goal of language acquisition, pupils should be able to:	In order to achieve the goal of language acquisition, pupils should be able to:	In order to achieve the goal of language acquisition, pupils should be able to:
	Purpose A: Listening
i	Identify explicit and implicit information (facts, opinions, messages, supporting details) in a variety of simple authentic texts	Identify explicit and implicit information (facts, opinions, messages, supporting details) in a variety of simple and some complex authentic texts	Identify explicit and implicit information (facts, opinions, messages, supporting details) in a variety of complex authentic texts
ii	Analyse conventions (conventions) in various simple authentic texts	Analyse conventions (conventions) in various simple authentic texts and some complex authentic texts	Analyse conventions (conventions) in various complex authentic texts
iii	Analyse connections in a wide variety of different simple authentic texts	Analyse relationships in a wide variety of different simple authentic texts and some complex authentic texts	Analyse connections in a wide variety of different complex authentic texts
	Purpose B: Reading
i	Identify explicit and implicit information (facts, opinions, messages, supporting details) in a wide variety of different simple authentic texts	Identify explicit and implicit information (facts, opinions, messages, supporting details) in a wide variety of different simple and some complex authentic texts	Identify explicit and implicit information (facts, opinions, messages, supporting details) in a wide variety of different complex authentic texts
ii	Analyse conventions (conventions) in a wide variety of different simple authentic texts	Analyse conventions (conventions) in a wide variety of different simple authentic texts and some complex authentic texts	Analyse conventions (conventions) in a wide variety of different complex authentic texts
iii	Analyse connections in a wide variety of different simple authentic texts	Analyse relationships in a wide variety of different simple authentic texts and some complex authentic texts	Analyse connections in a wide variety of different complex authentic texts
	Purpose C: Speaking
i	use a wide range of vocabulary	use a wide range of vocabulary	use a wide range of vocabulary
ii	use a wide range of grammatical structures in a mostly neat way	use a wide range of grammatical structures in a mostly neat way	use a wide range of grammatical structures in a mostly neat way
iii	use clear pronunciation and understandable intonation	use clear pronunciation and understandable intonation	use clear pronunciation and understandable intonation
iv	communicate almost all relevant information clearly and effectively	communicate almost all relevant information clearly and effectively	communicate almost all relevant information clearly and effectively
	Purpose D: Writing
i	use a wide range of vocabulary	use a wide range of vocabulary	use a wide range of vocabulary
ii	use a wide range of grammatical structures in a mostly neat way	use a wide range of grammatical structures in a mostly neat way	use a wide range of grammatical structures in a mostly neat way
iii	Organise information effectively and coherently in an appropriate format using a wide range of simple linking tools and techniques	Organise information effectively and coherently in an appropriate format using a wide range of simple and complex linking tools and techniques	Organise information efficiently and coherently in an appropriate format using a wide range of sophisticated linking tools and techniques
iv	Communicate all relevant information with a clear understanding of the audience and purpose according to the context	Communicate all relevant information with a clear understanding of the audience and purpose according to the context	Communicate all relevant information with a clear understanding of the audience and purpose according to the context

 

 

 

Appendix 2

 

Moving through the phases in Kazakh, Russian and English in the Middle Year Program

 

 

Кazakh language
7 grade	2 phase and 3 phase
8 grade	3 phase and 4 phase
9 grade	4 phase and 5 phase
10 grade	5 phase and 6 phase
Russian language
7 grade	3 phase and 4 phase
8 grade	4 phase and 5 phase
9 grade	5 phase and 6 phase
10 grade	Language and literature
English language
7 grade	2 phase and 3 фаза
8 grade	2 phase, 3 phase and 4 phase
9 grade	4 phase and 5 phase
10 grade	6 phase  English language and literature

 

 

  

 

Appendix 3

 

Language of teaching

 

 

 

 

 

 

 

 

References

 

 

1. Ministry of Justice of the Republic of Kazakhstan. (2011). About the State program of development and functioning of languages in the Republic of Kazakhstan for 2011-2020. Taken from http://adilet.zan.kz/rus/docs/U1100000110
2. New Language Acquisition Guide, February 2020, page 13.