Models and practices of the introduction of multilingualism (comparative sociological analysis)

Bibliographic Data

ID3028679
AuthorsAssem Dauletkeldyyeva (Department of Sociology, L. N. Gumilyov Eurasian National University, Astana, Republic of Kazakhstan, corresponding author), Bayan Smagambet (0009-0009-3560-1926, Department of Sociology, L. N. Gumilyov Eurasian National University, Astana, Republic of Kazakhstan), Aigul Saliyeva (Department of Social Pedagogy and Self-Knowledge, L. N. Gumilyov Eurasian National University, Astana, Republic of Kazakhstan), Nurlan Baigabylov (0000-0001-8212-9171, Department of Sociology, L. N. Gumilyov Eurasian National University, Astana, Republic of Kazakhstan), Gaziza Jamaliyeva (Department of Social Work and Social Pedagogy, Academician E. A. Buketov Karaganda University, Karaganda, Republic of Kazakhstan)
Year2024
Volume30
Issue6
Pages568-579
Publication date2024-11-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueSocial Identities (JOURNAL)
Journal identifiersISSN: 1350-4630 • E-ISSN: 1363-0296
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13504630.2024.2415567
OpenAlexW4403393840
LanguageEN
Citations received2
References cited23

The relevance of this research lies in the fact that models and practices of the introduction of multilingualism are an important cross-cutting problem that concerns the social, cultural, economic and, consequently, educational spheres, which contribute to the promotion of rarer languages. It is important to assess the cultural value of linguistic diversity at all levels of education and training, while simultaneously spreading information about the multiplicity of languages and their importance in the world. The purpose of the study is to consider the models and practices of the introduction of multilingualism in the context of education in the Republic of Kazakhstan through comparative sociological analysis. To achieve this goal, the following methods were used: sociological, statistical, and comparative. The research findings highlight the importance of multilingualism in personal and societal development, emphasising the need for incorporating multilingual practices in educational policies and teacher training. Additionally, the introduction of multilingualism in Kazakhstan, particularly the trilingual approach involving Kazakh, Russian, and English, is influenced by global processes and the prestige associated with different languages in society

Epistemology · Linguistics · Multilingualism · Pedagogy · Social science · Sociological theory · Sociology · Anthropology · Linguistics, Language Diversity, and Identity · Multilingual Education and Policy · Philosophy · Second Language Learning and Teaching

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