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Research Article

EEO. 2021; 20(4): 127-138

Functional Rating of the English Language in Multilingual Education in Kazakhstan

Tleuzhanova Gulnaz Koshkimbaevna, Shunkeeva Saule Alisherovna, Tuleubayeva Sholpan Kalenovna,*Sarzhanova Galiya Bayzhumakyzy, Mazhenova Rauana Bokenovna, Gulbanu Tursunovna Aubakirova.


The implementation of multilingualism in modern Kazakhstan is characterized by the spread of the English language along with the native (Kazakh) and Russian. Trilingualism policy promotes the prestige of the English language. The present study aimed to determine the functional rating and status of the English language in the conditions of Kazakhstan trilingualism on the example of high school students. The research monitored the spread of English in schools along with methods of collecting, processing, and evaluating the reliability of data, statistical analysis, questionnaire, percentages and rankings. Monitoring was carried out in Grades 10-11.The functional rating of the English language in the microsocial group of high school students is due to the individual-personal motivation and age characteristics of the respondents. High school students demonstrate a high degree of adaptation to the English language in their linguistic-communicative environment – 62.15%. The level of language proficiency varies from A2 to C2 according to the CEFR scale, the prevailing level being B2: A1 is 12.95%, A2 is 22.5%, B1 is 24.2%, B2 is 21.3%, C1 is 11.55%, and C2 is 5.15%. The linguistic policy of trilingualism in the republic is supported by the overwhelming majority of respondents of the student microsocium – 83.6%. Language policy in Kazakhstan is supported by the schoolchildren learning English and typically possessing level B1. Further spread of the English language both in school and outside of school is projected. In everyday communication, English does not yet have the role of lingua franca due to the language situation in Kazakhstan: English cannot compete with the dominant languages traditionally spoken in Kazakhstan. Respondents recognized the relevance of learning English as a factor of personal and future professional growth.

Key words: language policy, language situation, multilingual education, trilingualism, high school student, English

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