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4 - Teaching Science in English in Secondary Schools in Kazakhstan

Policy and Practice Perspectives

from Part I - Foundations of Scaling Up

Published online by Cambridge University Press:  09 November 2023

By
Bridget Goodman ,
Alexandra Nam ,
Almira Yembergenova  and
Kathy Malone
Edited by
Colleen McLaughlin ,
Liz Winter  and
Natallia Yakavets
Colleen McLaughlin
Affiliation:
University of Cambridge
Liz Winter
Affiliation:
University of Exeter
Natallia Yakavets
Affiliation:
University of Cambridge
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Summary

This chapter offers insights into the policy and practice of science education in English in Kazakhstan. Science education is currently seen as synonymous with education in English through the Content and Language Integrated Learning (CLIL) approach, but this position has evolved over time as the policy has expanded across schools. Previous studies in Kazakhstan have found that teachers hold positive attitudes towards teaching science in English but experience practical challenges in teaching methods and linguistic resources. To better understand these challenges, a case study of science teachers was conducted jointly by the University of Cambridge and the Nazarbayev University Graduate School of Education (NUGSE) in 2019. Observations were conducted and evaluated using a modified Reformed Teaching Observation Protocol (RTOP). The data indicate a dearth of innovation and transformation of STEM education, and of application of CLIL pedagogies. Overall, these findings seem to point to the need for sustained professional development that lasts over an extended time so that teachers can understand how to implement STEM education reform efforts and CLIL pedagogy.

Keywords

CLILscience educationKazakhstan
Type
Chapter
Information
Mapping Educational Change in Kazakhstan , pp. 59 - 74
Publisher: Cambridge University Press
Print publication year: 2023

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