System of Education in Kazakhstan
Введение
The main goals of the education system in the Republic of Kazakhstan are the formation of general scientific and cultural training of students; social adaptation of students for life in society; civic education and love for the motherland; meeting the needs of society for skilled workers and professionals, retraining and skills development. The Constitution of the Republic of Kazakhstan (Article 30) states: “Citizens are guaranteed free secondary education in state educational institutions.” Secondary education is compulsory. The citizen is entitled to receive on a competitive basis a higher education in a state higher educational institution. Getting paid education in private educational establishments on the basis and in the manner prescribed by law. The State sets educational standards of education. The activity of any educational establishment must comply with these standards.
The education system in the Republic of Kazakhstan on the basis of the principle of continuity of the educational curriculum includes the following levels of education : Pre-school education and training; Pre-school education of children up to six (seven) years carried out in the family or one year before reaching school age in pre-school organizations. Pre-school education is carried out five years in the form of pre-school preparation of children for school. Pre-school education is obligatory, and is carried out in the family, pre-schools, pre-school classes of secondary schools, lyceums and gymnasiums. Pre-school education in state educational institutions is free of charge. Primary education and basic secondary education; General secondary education is guaranteed and is mandatory for all citizens. General secondary education is acquired in stages by mastering educational programs of three stages:
Primary school (grades 1-4)
Lower secondary school (grades 5-9)
Higher secondary school (10-11 or 12 classes).
System of Education in Kazakhstan
Following independence from the Soviet Union a major economic depression cut "public financing" for education in Kazakhstan, "which dropped from 6% of gross domestic product in 1991 to about 3% in 1994, before rising to 4% in 1999." Elementary- and secondary-school teachers remain badly underpaid; in 1993 more than 30,000 teachers left education, many of them to seek employment that is more lucrative.
In 1994 Kazakhstan had 8,575 elementary and secondary schools (grades one through eleven) attended by approximately 3.2 million students, and 244 specialized secondary schools with about 222,000 students. In 1992 about 51 percent of eligible children were attending some 8,500 preschools in Kazakhstan. In 1994 some 272,100 students were enrolled in the republic's sixty-one institutes of higher learning. Fifty-four percent of the students were Kazakh, and 31 percent were Russian.
Kazakhstan's 1995 constitution provides mandatory, socialized secondary school education. Citizens compete for socialized institutions of higher learning. Private education is increasing in the country, with about 5% of students enrolled in the private schools that remain largely under arbitrary state control.
In 2000, the Government of Kazakhstan joined the governments of the Kyrgyz Republic and Tajikistan, and the Aga Khan to establish the world’s first internationally chartered institution of higher education, the University of Central Asia (UCA). The UCA will have three campuses of equal size and stature in each of the founding countries. The Kazakh campus is under construction in Tekeli in the Zhedysu region, 35 minutes east of the regional capital Taldykorgan, and three hours by car from Almaty. The UCA will benefit from the resources of the Aga Khan Development Network to offer an internationally recognized standard of higher education in Central Asia. Currently, the University operates a School of Professional and Continuing Education (SPCE), with a School of Undergraduate Studies and a Graduate School of Development in the process of being established.
In 2002 Asian Development Bank provided technical assistance to Kazakhstan to identify key issues and priorities in the education sector and to contribute to strengthening the government's education sector development strategy. The United States provided 137 Peace Corps members to "work in education and NGO development" in 2004.
Kazakhstan has a 99.1% literacy rate for males and 97.7% for females as of 1999.
When United States Secretary of State Condoleezza Rice visited Kazakhstan from 12–13 October 2006, she said, "The future of any state depends on its level of education. This is my fourth visit to Kazakhstan, I have already been to Atyrau and Almaty and I have been able to see for myself the high level of education of your nation, which is a key to success of any country."
Kindergarten
The Constitution of the Republic of Kazakhstan protects the right to access to kindergarten Children typically start kindergarten at age 5. As of 2004, there were 100 kindergartens in the nation (83 public, 4 directly under the Ministry of Education, and 13 private) and 135 856 children enrolled in kindergartens (or 63% of the total number of 5-year and 6-year olds in the nation). All kindergartens are currently expected to teach both Kazakh and Russian, and most emphasize one language over the other.
One major problem has been the reduction of the number of kindergartens, due to the lack of state funding and virtually non-existence of private sources of money. There are also reported declines in the quality of kindergartens including a lack of hot meal or low quality food served, and buildings in poor repair.
Primary school
Primary school in Kazakhstan typically starts at age 7 (some parents send their children to school, when they turn 6, very rarely - 8) and runs from years 1 – 4. Classes typically run in two sessions, from 8 until 1 and from 1 until 5, with students either going to class in the morning or in the afternoon. All primary schools are state-owned and primary and secondary education are constitutionally protected rights.
The Ministry of Education establishes the curriculum for both primary and secondary school, with little choice left up to the individual schools. Government in the schools gives textbooks to the students.
Primary school is provided free to all citizens and residents of Kazakhstan and parents typically pay only for extra-curricular activities such as sports programs, music programs, and sometimes lab equipment or other special equipment.
Lower secondary school
Students continue in lower secondary school from grade 5 to year 9. This roughly corresponds to what is called in the USA, junior high school, or middle school. Typically a student in year 8 is 14–15 years old. The curriculum is a general education curriculum covering subjects like literature, student's first language, Russian or Kazakh language (depending on the language of the school in general), history, physics, mathematics, biology, chemistry, foreign language, and so on.
Higher secondary school
Once leaving lower secondary school, there are three tracks available. Students are free to choose any track of higher secondary education but are required to pursue one track. Graduates of all three tracks are eligible to enter university.
The first track is a general secondary school, which covers grades 10 -11 and provides general education covering a variety of subjects.
In addition, there are two curriculum tracks for vocational education: Initial vocational education which is provided by training schools and lychees, and secondary vocational education provided by colleges and trade schools.
Initial training schools are designed to train students in a skilled profession. The program is usually two or three years, (typically ages 16 – 18), but for some professional training four-year programs are required. Students who graduate can go on to Colleges for advanced vocational training or attend university. The state provides costs of education from the budget.
Lyceum
Lyceums also provide basic vocational education to prepare students for skilled professions, but also includes general academic education. The course of study is three years. The state provides costs of education from the budget.
College
Colleges give a program that provides both academic general education and advanced vocational education. Colleges, if licensed, can also provide initial vocational education. Programs last for three or four years (grades 10 – 12, 13). Accelerated programs exist for students who have already completed both general secondary education and initial vocational training in the same field. Graduates may go on to university or may begin working. As of the 1999 Budget Law being passed, colleges are state-owned and self-financed. In principle however, all compulsory education (primary and secondary) is provided free of charge.
The Ministry of Education establishes the curriculum for both primary and secondary school, with little choice left up to the individual schools. Textbooks are sold in bookstores throughout the country and are purchased by the students themselves.
Like primary school, secondary school is subsidized by the government and parents only pay for extra-curricular activities such as sports programs, music programs, and sometimes lab equipment or other special equipment.
Tertiary Institutions
The universities, following the Russian system, focus entirely on teaching and do not engage in research. Students who are accepted to university at any level apply under a specific major, and the curriculum is set by the university (according to State legislation) for each major. For example, economics majors will all study in the same courses in the same order, separate from English majors who have a different curriculum. Some courses are required for a variety of majors and there is a possibility of switching majors but typically classes do not transfer to the new major and the student is expected to reenter in the new major as a first year.
The government is currently pursuing a program to adopt a credit-system which would allow students to study more easily internationally, and to add the possibility of a curriculum with electives and student-chosen courses.
There are four levels of tertiary education in Kazakhstan:
Bachelor's degree — typically a four-year degree
Specialist Degree — typically a five-year degree and more intensive than the Bachelor's
Master's degree — typically a two-year degree, roughly corresponding to the Western master's.
Doctoral Degree — typically a five-year program
Universities are usually headed by a rector, appointed by the President of Kazakhstan, who wields considerable authority over the institution, approving all decisions including those regarding curriculum, personnel, and admission. Thus Kazakhstan universities are more centralized than their Western counterparts.
The top two universities in Kazakhstan are al-Farabi Kazakh National University in Almaty and L. N. Gumilyov Eurasian National University located in Astana.
In addition, there are a few international universities such as KIMEP, which is a joint program, 40% owned by the government of Kazakhstan, but education is based on the Western system. The Kazakh-British Technical University and the Kazakh-American University represent joint projects between Kazakhstan and the UK and the USA, respectively. In all three institutions, the language of instruction is English. The University of Central Asia, founded jointly by the Governments of Kazakhstan, Kyrgyzstan and Tajikistan and by the Aga Khan, is affiliated with the Aga Khan Development Network. Its Kazakhstan campus is located in Tekeli. A number of specialty universities also exist. As of, there were public universities and private universities.
Private universities, typically for-profit institutions, are subject to the same regulations regarding curriculum but are free to set tuition and salaries as they see fit. Public universities are subject to the same regulations as other government-owned organs, regarding not only fees and salaries, but also administrative structure, contracting and subcontracting, and ownership of property.[7]
State owned universities receive funding if their enrollment reaches 86,000 students or 34%.[6] A small number of universities are financed through a budget line in the Republic budget, such as art academies or international universities.
Public Funding of Education
Students who have not received general upper secondary education have the academic portion of their program financed by the state. As for the vocational track, some students pay fees and others are financed through the state order program, where state authorities request a certain number of trained workers and specialists in certain fields. These students are chosen through a merit-based competition based on grades and recommendations from teachers or public officials.
Bolashak
The Bolashak Scholarship of the President of the Republic of Kazakhstan, was created in 1993 by the decree of the President: “In Kazakhstan’s transition toward a market economy and the expansion of international contacts, there is an acute need for a workforce with advanced western education, and so, it is now necessary to send the most qualified youth to study in leading educational institutions in foreign countries”. The Scholarship is merit-based and the selection process includes not only academic credentials, but also competence in the language of study, psychological testing and an interview process. Commitment to development of Kazakhstan and patriotism are factors as well. The final decision is made by the Republican Commission, chaired by the State Secretary and composed of the Ministers, members of Parliament, and members of the Office of the President. The Republican Commission also approves the country of study and program of study.
The Scholarship requires that all recipients return to Kazakhstan after graduating and work for five years in Kazakhstan. The Scholarship pays for all costs related to education, including tuition and fees, costs of travel, and a living stipend. Scholars are expected to maintain academic excellence. In the US, this translates to a 3.0 GPA.
There are currently about 1,800 scholarship recipients studying abroad in 24 countries. About 1,700 were awarded the Scholarship in 2005. The most popular countries are the USA (about 700 students chosen in 2005), the UK (about 400 students chosen last year) and Russia (about 300 students chosen in 2005). Australia and Malaysia are two countries represented for the first time in 2005 and host 2 Bolashak Scholars each. Nazarbayev University started his work from 2010, and it covers Bolashak system, therefore, Bolashak program has been closed for bachelors only.
Transferring to a Credit System
The government is currently pursuing a program to adopt a credit-system, which would allow students to study more easily internationally, and to add the possibility of a curriculum with electives and student-chosen courses.
Problems
In connection with a lack of school facilities or a lack of teachers, some primary and secondary schools run three, instead of two sessions, so one group of students attends from 8 to 1pm, a second from 1pm to 6. This results in overworked teachers, students who are kept up late and overused facilities.
The Asian Development Bank (ADB) published a report on financing of public education in Kazakhstan, which mentions widely-agreed upon criticisms of the public education system reported elsewhere. According to this report, financing of public education is low, and mechanisms to introduce private financing have been unsuccessful. Furthermore, the Budget Code and the law 'On education' fail to clearly delineate responsibilities of local and central government, nor do they include sufficient mechanisms for monitoring budget expenditures.
Trinity of languages
In 2007, Kazakhstan adopted at the state level, "cultural project" Trinity of languages "" - Kazakh, Russian and English. However, this idea had both supporters and opponents. Chairman of the Russian Community of Kazakhstan stated that "... the question of studying the Kazakh language Russian youth can take over."
Dean of the Faculty of Philology of the Kazakh National University Kanseit Abdezuly rated this project as one of the main priorities of state policy.
Director of the Center for the Study of Central Asia and Kazakhstan University of Seattle (USA), William Fierman May 15, 2008 opened in Almaty at the international scientific-theoretical conference "multilingualism: language - consciousness - culture" praised the idea as a right, but stressed that the Kazakh language problem lies in the fact that it is the state language, low demand.
The functioning of the English language in the educational space of Kazakhstan Globalization processes occurring in the world, the growing dynamics of modern society, expansion of international contacts and co-operation led to the spread and strengthening of the role of English as the leading language of modern civilization.
According to Internet sources, English is the native language for about 375 million people, and statistics on the use of English as a second language are differentiated from 470 million to one billion people. The English language can be characterized as a means of social, economic, educational and cultural development of society. In this regard, the global economy and culture are interconnected and interdependent in the political, social and technological aspects. The trends of world development clearly reflected in the Kazakh reality. Currently, language picture of Kazakhstan is a unique linguistic space, which is characterized by a sociolinguistic and demographic complexity and represents a multilingual society, which is home to more than 100 ethnic group. According to the Constitution of the Republic of Kazakhstan, the Kazakh language is the state language of Kazakhstan. Along with the Kazakh language, the Russian language has the status of a language of international communication and retains a strong position due to historical processes taking place in Kazakhstan in the period of the Soviet Union. The entry of the Republic of Kazakhstan into the world community, as well as the impact of the political, economic, social and cultural globalization on communication requires the definition of the role and place of English in social and communicative space of the country and the development of complex problems of its operation in various fields.
Thus, the integration processes taking place in Kazakhstan, led to the dynamic development of the English language, which affected all spheres of activity. Consequently, one of the priorities of language policy in Kazakhstan is the all-round development of the English language and the extension of its operations. An illustration of this is launched in 2007. The project "Trinity of languages" in which the English language is attributed to the special status of - the language of integration into the global economy. In the "State program of functioning and development of languages for 2011-2020" one of the target indicators is to increase the proportion of the population of the republic, English speaking (2014 - 10%, in 2017 - 15%, 2020 - 20%); the proportion of people owning three languages (Moldovan, Russian and English) (2014 - 10%, in 2017 - 12%, 2020 - 15%). It should be noted that in his speech at the XIX session of the Assembly of Peoples of Kazakhstan, President of the Republic of Kazakhstan Nursultan Nazarbayev stressed "the importance and role of the English language, opening the Kazakhstan window into the world of innovation, technology and business". A special role in this process is assigned to the educational system, taking into account the general trends of world development. For example, in 2004 the Ministry of Education and Science of Kazakhstan launched the experiment on early (from the 2nd class) English language in 32 schools of the republic. At present, their number reaches 165. As the Minister of Education and Science Bakhytzhan Zhumagulov, the education system will be implemented Trinity of languages - Kazakh, Russian and English, and "English language training will be implemented from the first grade in all schools in Kazakhstan next year." The Minister said: "There will be reformed all the standards of education. And here a fundamental issue for us - the provision of equal opportunities for education the younger generation ". [6]Thus, it is clear that English occupies a leading position in the educational space of Kazakhstan, resulting in a high interest in the problem of language contact in general and in particular the code switching. In this regard, in the educational sphere in Kazakhstan more noticeable phenomenon of Kazakh-British switching codes, which requires a detailed study of this problem. Code switching, alternating the use of two languages in the speech plays an essential role in Multilingual and multicultural societies where the language contacts are inevitable. This phenomenon is of great interest in the field of foreign language teaching. It may be noted that the center of gravity of heated discussions are aspects such as attitude to switch codes and reasons for switching codes in the process of learning a foreign language. Large repercussions problem switching codes in the process of learning foreign languages, which was the impetus for a variety of theoretical and practical studies. According to research in this direction began in the 1980s. When scientists began to use audio recordings made during class, whose analysis was the basis for many linguistic research. It should be noted that the attitude towards the phenomenon of switching codes, has been a mixed reaction among those who are directly involved in this issue. Thus, the use of the native language in the speech of students in learning foreign languages until recently was seen as a negative phenomenon, which prevents full assimilation of the language. The main reason for this was the fact that the switching of codes considered accidental mixing of the two languages, so students are not allowed to freely switch from one language to another. Considered that the use of only the target language in the classroom promotes productive language acquisition creates a real, authentic environment, and any switching adversely affects the process of learning a foreign language. Point out a supporting role switching codes to achieve the communication, and, in particular, in learning a foreign language. For example, according to Skinner, the exclusion of the native language affects the absorption of a foreign language and delays the formation of concepts, since all ideas and thoughts are generated using the native language. [The use of the native language promotes the assimilation of grammatical material, reduces the time to explain some difficult concepts, tasks, and introduces the audience to the real environment of learning a foreign language. Interest scientists also causes a problem switching codes in speech teachers. The alternating use of two languages in a speech teacher can occur spontaneously and unconsciously, either intentionally targeted. Very relevant to the process of switching codes in two ways. According to some scientists, learning only the second (foreign) language allows students to immerse themselves in this foreign environment. Others researchers believe that the exclusion of the mother tongue in teaching a foreign language is limited to "the possibility of learning a language» («the possibilities of language teaching»). The above-mentioned study of linguists have made an enormous contribution to the study of switching codes in the educational environment. However, we note that most of these studies were conducted in countries where the languages coexist, similar in structure (for example, European) and, in most cases belong to the same language family. We believe that for generalization and a more complete and accurate picture of the process of switching codes and its impact on language acquisition, it is necessary to consider it as example different languages, for example, Kazakh and English. In this regard, the article discusses the problems of the Kazakh-British switching codes in the educational space of Kazakhstan. The aim of the article is to analyze the current state of the English language in the educational space of the country, the determination of the place and role, as well as the specifics of functioning of English in higher education (in particular, the determination of the ratio of students to the Kazakh-British switching code). To achieve this goal we have set the following research questions: 1) the perception of Educational switching codes;2) switching codes and the emotional state of the students;3) switch of codes and its impact on language learning;4) switching codes and social orientation of students. The study based on a survey conducted among university students in Astana with different levels of knowledge of the English language. The interest of the students of Kazakhstan universities dictated by the fact that this age is characterized by the formation of their own social, ethnic, political, ideological views, and a single-minded and fast-paced group unit of society. For the study was designed questionnaire, which consists of three blocks distributed as follows: Block A - Information about the participants; Block B - definition of the role and status of the English language; Block C - the ratio of students to switch codes. Each question has several answers, drawn up in accordance with a 5-point Likert scale that ranged from 1 - strongly agree, 2 - disagree, 3 - disagreed, 4 - do not agree, and 5 - Hard to tell. The results were analyzed using SPSS 16.The survey involved 100 students of 1-4 courses, studying English as a foreign language. All participants in the survey are the Kazakhs live in Astana. The average age of 20 years respondents. Coverage of respondents curriculum evenly distributed: 25% of students are studying in the first year, 20 - second, 25 - in the third and 30% - in the fourth year.The native language for all participants is the Kazakh language. Distribution of respondents by level of English language proficiency is presented in Table 1. As can be seen from Table 1, most students rated themselves according to the degree of proficiency as the Intermediate-users (46%) and Upper-Intermediate-users (35%). It should be noted that the question "Do you think that you need to improve your current knowledge of English?" 99% of respondents answered positively. The English language is of interest to 96% of the respondents said that the relevance of the study.
Analysis of the data showed that 83% of respondents have a positive attitude to switch codes, 17% related to the phenomenon under consideration is negative. As can be seen from Table 2, 46% of respondents believe that switching codes leads to a weakening of the Kazakh language, the same number of respondents (46%) disagree with this statement, 8% were undecided. 32% of students agreed with the statement that the switching of codes leads to a weakening of the English language, 62% disagree with this statement, and 6% were undecided. 57% of respondents indicated that switching codes leads to an improvement of the English language and 37% of respondents disagree with this statement. On the question of the language of instruction 49% of respondents said they prefer to exercise was conducted in English only, and 63% more likely to switch codes during class. For example, 66% of respondents believe that switching codes in question contributes to a productive language acquisition.For 61% of students switching code indicates a high level of proficiency, 32% of respondents disagree with this statement, 45% of the students referred to switch codes to underserved language proficiency, while half of the respondents (50%) disagree with this statement. According to poll results, according to the students, switch code has a positive effect on the emotional state. 71% of respondents believe that they like when speaking Kazakh switched to English. 57% of students agreed with the statement that the switching of codes helps to feel satisfaction in their studies. As can be seen from Table 5, the majority of students (57%) are much more comfortable and easier to master training when switching from English into the Kazakh language. More than half of respondents said that switching codes helps to feel less tense in the classroom. Also, 65% of students feel less lost in the classroom when switching from English into the Kazakh language. However, it should be noted that 59% of respondents felt emotional discomfort when the speaker is switched from one code to another. In the statement, "The simultaneous use of the Kazakh / Russian and English languages in speech gives me pleasure," 47% said yes. In general, you will notice that in the psychological aspect of switching codes is regarded as a positive phenomenon. As shown in Table 4, switching codes promotes mastery of the English language. For example, 52% of respondents said that switching codes helps to understand difficult words. 66% of students believe that this phenomenon contributes to the mastery of difficult concepts. For 57% of respondents switched from English to Kazakh language promotes better assimilation of English grammar. Most students (73%) believe that switching codes helps in the process of teaching English in the classroom. 60% of respondents said that switching from English into Kazakh language contributes to the success of the assignment. As seen in Table 5, 58% of respondents agree with the view that switching code defines their identity, while 29% do not believe that it is possible to determine the identity by switching codes. From the data, it seems that 58% of respondents agreed with the statement in daily life often switched. 72% of respondents believe that society respects them again when you switch codes. 58% of respondents believe that society considers them less intelligent when they switch from one language to another, while at the same time, 46% of students think that society considers them more intelligent when they switch from one code to another.
According to Table 5, only 34% of respondents feel integrated with the company when you switch codes, and 43% of respondents disagree with this statement. The isolation from society at switching codes feel 38% and 39% of students do not feel isolated. In the course of our study was to determine the attitude of Kazakh students in Kazakh-British switching codes. Our results showed that, overall, perceived switching codes to train as a positive phenomenon. It was found that interest in learning increases when switching codes as difficult linguistic material faster and more easily absorbed by switching to the native language. Also, students are less susceptible to stressful situations. It creates a favorable environment for the students and the learning process becomes more efficient. They do not feel lost and gain satisfaction in the process of learning the language. However, as mentioned above, many respondents annoying switching codes that, rather, due to the fact that while having the use of only English in most cases, the teacher is encouraged, and switching codes is regarded as a negative phenomenon.
Also revealed the ratio shift codes to success in learning. Most students responded unanimously that switching codes promotes effective language acquisition: they quickly learn difficult words and concepts, explanation of difficult parts of grammar in their native language also promotes adequate mastery of the language. In general, students consider that switching codes contributes to the process of learning English. The study determined that the switching of codes determines the identity of the respondent. As mentioned above, switching code also defines the respect of society for the individual. Apparently, this phenomenon is explained by the positive attitude of students to the process of switching codes. However, students consider themselves less intelligent when they switch from one language to another. We think that the students dominate the views on the use of languages, according to which only pure use of language defines human intelligence.
Approximately the same number of students feelings of isolation and integrate with society, i.e., for some students to switch codes helps to integrate with society, and some PCs connect with isolation from society. The problem today is considered switching codes in various aspects, and one of the most important among them is the attitude the student or the person speaking. Code switching in the educational environment - a phenomenon the inevitable and necessary. We believe that it makes it possible to sufficiently complete mastering of the English language. This article is an attempt to determine the ratio of students to switch codes and requires further investigation, as the issue at hand has a huge range of outstanding issues.
In recent years, a substantial correction in the country's language policy, introduced in 2007, adopted by the cultural project "Trinity of languages", which caused a mixed reaction in the community. The project identified the near-term development of languages in Kazakhstan. There have been significant changes in the program of development of languages, language learning in secondary and high school.Different objectives and language levelThe Soviet system of education is perhaps the most advanced in the world, still had a weak link. This teaching of foreign languages - the Soviet government decided that their in-depth study is not necessarily the majority of the population, except for a narrow circle of specialists. On the lower level it was delivered learning of foreign languages in national schools - they studied mainly in Russian. At present, should be welcomed in-depth study of foreign languages, especially in the context of the globalization of education. Another thing is how the Kazakhstan organized language training. The "Trinity of languages" was approved by the Presidential Decree of 20 November, 2007. The decree called for amendments and additions to the "State program of functioning and development of languages for 2001-2010". In particular, it noted: "the introduction of English in business communication", "improving the quality of English language teaching in all secondary schools, colleges, higher education institutions," "improve the quality of textbooks and teaching materials in English for educational organizations primary, secondary and general education, and to address issues of development of education in three languages "," along with the state and Russian languages must be addressed and issues of training of civil servants to English language ", etc. The project was selected as a separate domestic policies. Kazakhstan should be perceived worldwide as a highly educated country whose population can use three languages. They are: Kazakh language - the state language, the Russian language - the language of interethnic communication, and English - the language of successful integration into the global economy ", - said Nursultan Nazarbayev. The main objectives of the project "Trinity of languages" can be summarized as follows. In the field of application of the Kazakh language: the expansion of the scope of the state language, providing unification of the rules of modern literary language, improvement and systematization of lexical fund, the introduction of full terminological system, addressing the computerization of the language, improving teaching methodology. In relation to the Russian language: the preservation of common cultural features of the Russian language, operate in the field of science and education, the creation of new distance learning programs, educational materials, interactive electronic textbooks. Activities in English include: expansion of international cooperation in order to communicate with foreign language culture, ensuring affordable instructional literature for collective and self-study, revision of curricula, strengthening requirements for the system and the process of training future teachers of a foreign language, teacher training for teaching the natural science and mathematics in English. These objectives characterize different status and level of development of languages. For the Kazakh language - is, above all, the formation of the body language and the achievement of its compliance status of the state language and its computerization, etc. Creating a body language (the language normalization, full lexical and terminological bases, etc.), the information base language requires a lot of time, money, linguistic work (in Russian and English, these problems have been solved or resolved in a timely manner). With the adoption of the "Trinity of languages" funding for the study and development of languages has increased 20 times, but the lion's share goes to learning English. English - from the first grade. This situation can be illustrated by the example of the state educational order for training specialists with higher education in full-time education. Number of grants for the 2010-2011 academic year in the specialty "Kazakh language and literature" - 470 "Russian language and literature "- 200" English "- 710. In the 2011-2012 academic year, respectively: 470, 150, 710 grants. In the 2012-2013 academic year: 423, 100, 720 grants. With the adoption of the "Trinity of languages" in Kazakhstan, there is a tendency of strengthening and strengthening the position of the English language, which the state encourages the high volume of the state order. This year, 165 Kazakh schools started an experiment on entering into the curriculum of second grade English classes, the press service of the Ministry of Education and Science. Since September 2013 begins the phased introduction of English language from Grade 1, which has already been approved state educational standards. It is noted that the work will start gradually and on the implementation in pilot mode of study in schools of some subjects in English. These activities are carried out by the Ministry of Education and Science as part of the President's instructions on introduction of the trinity of languages (a second-grader 165 schools of Kazakhstan began to learn English. Http://inform.kz/rus/article/2496761). Already 33 schools from the first grade students learn English. In recent years there has been a gradual change in the priorities of language in Kazakhstan. On the face of language policy, in which the training of specialists in English, teaching English at the school is at a high level. When introduced in the near future to study in the schools of some subjects in English, such a practice in the state language in Russian (National) schools are still not being used, ie, In this respect the English language takes precedence over the state language. In-depth study of the English language makes pupils Kazakh schools intensively study the Russian language - quality dictionaries, books for learning English in Russian. In the study of foreign languages most Kazakh language "pushed aside" - it is not claimed in their study. In-depth study of two world languages - Russian and English - is fraught with the displacement of the Kazakh language of education. This situation will remain until such time until you overcome the dependence of the Russian language in the English language in the Kazakh audience. For trilingual education need to create educational base of the state language for learning foreign languages to prepare high-quality dictionaries, textbooks, translated literature, foreign language teachers for the Kazakh school. The Kazakh schools, departments of universities Kazakh foreign language must be studied in the Kazakh language, rather than Russian; develop and implement a methodology for teaching English to Kazakh audience. In-depth, but foreign Trinity of languages clearly showed such an acute problem as a weakness or lack of inter-language links in the Kazakh language. Cross-language communication, dictionaries, translations not only the basis for the study of foreign languages. This pledge of the proceeds of the world of information in the Kazakh language and the development of adequate lexical tools, direct borrowing from foreign languages.
Language Center BEST`s importance for system of education in Kazakhstan
Language Centre BEST supports the trinity of languages, ranging from 5-years in all stages of education whether it is kindergarten, elementary school, middle school, high school or university. Despite the fact that the Language Center is not a public institution partially pursuing the same objectives concerning learning foreign languages. If the government restricted with only accentuated the development of the English language in the language center all depends on the student that does not change the overall strategy rather trinity of languages.
Below summarizes the influence of English on the educational system, as a structural element that in the future will be of great importance not only in narrow circles. It will lead our country to a new level, which will be the most advanced country among non-European and English-speaking countries, becoming the most important partner and will bring the culture of Kazakhstan in a row with the West. It would not be advisable not to set such a task. Language Center BEST is just a grain in the background of all this, then what to talk about themselves citizens studying foreign languages . Certainly all this long and never-ending process.
Language Center BEST is pleased to present you a wide range of special programs for learning English: Beginner, Elementary, Pre-Intermediate, Intermediate, Upper Intermediate. Our language center will help you learn the most popular language in the world quickly, in a relaxed and fun atmosphere. Coming to us from the path of the entry-level «Elementary» to «Upper Intermediate» you can beautifully and succinctly to build his speech, read and understand texts, as well as understand your English-speaking companion. The main difference between our center for the study of foreign languages - a personal approach to every student! That is why the Centre for the Study of Foreign Languages «BEST» has a leading position in Ust-Kamenogorsk and throughout the region to provide quality services in the field of teaching and business English translation. It already evaluated hundreds of our graduates and clients. Only the center for the study of foreign languages «BEST» has close ties, in cooperation with the Kazakhstan branch «Oxford University Press» and is able to provide its students with a unique educational benefits of linguistic content and video material for each lesson, which allows to improve the consolidation of educational material and enhance the effectiveness of the lessons. Our teachers - highly qualified specialists in the field of English language teaching. Center for the Study of Foreign Languages «BEST» also works with corporate clients. We work with organizations such as the United Nations, the regional akimat, UKPF, LLP "Beakris", LLP "Tarbagatai Munai" Sogrinskaya CHP and others. The teaching of Kazakh and French at a language center is being native speakers. We also have close partnerships with the largest Kazakhstan Company "Globus Education". In addition, we offer special programs for learning English. We certainly extend a helping hand to you and your child so that you could get training in colleges and universities in the US, UK, Canada, Ireland, Australia and New Zealand for a period of one month before the academic year, as well as bachelor's degree or a foreign university undergraduates. Direct admission to universities abroad simple process for a conventional graduate. It all depends on personal language skills. In order to graduate admitted to a foreign university, he would need to pass a special exam that will show his level of knowledge. For admission to a foreign university must show a good result.
In addition, the graduate should be when you receive a special certificate, which confirms the completion of training at language courses. Moreover, all this is possible with the help and support of our language center «BEST». However, direct admission to foreign universities without any entrance examination only exists in countries such as the Netherlands, Sweden, Finland, Czech Republic. At the same time, the graduates have the opportunity to go to college in Sweden or Finland free, but the system does not work in the Czech Republic. Still, most foreign universities require full availability of all documents and certificates. After all, their results and records depends on the fact whether to admit graduate entrance exams or not.
Заключение
Without the state of preparation of experts’ translation - scientific, artistic, etc., teachers of foreign languages in the Kazakh language, and without dictionaries, textbooks cannot be overcome isolation language and dependence on Russian as the language of translation and foreign language learning. Language situation complicates by the fact that the project "Trinity of languages" officially served as the three languages (the trinity of languages), i.e. Obligatory, mass knowledge of three languages rather than as trilingual education. Trilingual education - the study of two foreign languages based on the state language, which is in some European countries. This approach is more suitable for trilingual education in Kazakhstan. In England, we started in school to study two foreign languages based on the English language. Of course, some of the pupils, students, professionals in Europe speaks three languages.
By the way, this phenomenon occurs in many countries, including ours, but it does not have three languages. Unable to reach a real bilingualism in Kazakhstan started to trinity of languages. After learning the Kazakh language in Russian schools does not give tangible results. When trilingual teaching the weak link in the Russian schools will be the official language. While the study of two world languages based on the Kazakh language in some linguistic gymnasiums gives good performance. Trilingual education is not contrary to the Constitution of the Republic of Kazakhstan, while the compulsory trinity does not meet the constitutional standard of languages. «The "Trinity of languages" needs careful sociolinguistic analysis; must be scientifically substantiate the educational language program as proposed by President Nursultan Nazarbayev on the study of three languages: Kazakh as the state, Russian as a language of international communication, English as the language of the world economy, i.e. as a foreign language. For in this case - is a language specialist, not a mandatory language.
Список литературы
1. Education in Kazakhstan
https://en.wikipedia.org/wiki/Education_in_Kazakhstan
2. Выступление Президента Республики Казахстан Н.А.Назарбаева на XIX сессии Ассамблеи народа Казахстана: https://akorda.kz/ru/speeches/summit_conference_sittings_meetings/vystuplenie_prezidenta_respubliki_kazahstan
3. Функционирование английского языка в образовательном пространстве Казахстана
http://www.articlekz.com/article/6459
4. Особенности функционирования английского языка в современном казахстанском деловом сообществе
http://articlekz.com/article/6458
5. Центр по изучению иностранных языков «BEST»
http://www.best-ukg.kz