Доклады казахской академии образования Ежеквартальный журнал издается с 2008 года

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competitiveness of a 
university graduate in 
the labour market. 
3 
Promotion of English at 
a 
university 
allows 
joining 
the 
global 
academic community. 
13.4 
63.3 
5.5 
0 
17.8 
4 
English gives access to 
the world's research 
literature.
34.7 
51.1 
6.4 
2.1 
5.7 
5 
The 
language 
of 
instruction 
in 
the 
universities should be 
English 
for 
competitiveness 
of 
higher education.
2.3 
24.1 
45 
3.1 
25.5 
6 
I approve of the policy 
of training polilingual 
specialists.
9.3 
72.4 
3 
0 
15.3 
7 
Development of three 
languages in higher 
education 
will 
strengthen the position 
of English.
31.9 
57.3 
4.2 
0.5 
6.1 
8 
Promotion of English in 
higher education has a 
negative effect on the 
development 
and 
promotion of Kazakh. 
13 
34.6 
35.2 
13.9 
3.3 
9 
Promotion of English in 
higher education has a 
negative effect on the 
development 
of 
the 
Kazakh 
national 
identity. 
14 
34.6 
35.2 
12.9 
3.3 
10 
Promotion of English is 
a threat to the future of 
the Kazakh language 
and culture. 
0 
6.2 
87.4 
5.7 
0.7 
Table 1 demonstrates that the majority of respondents (70.2%) favour 
the policy of promoting English through education while 24.3% did not 
approve of this policy and 5.5% of respondents did not answer it. 81.5% of 
respondents believe that learning English contributes to the competitiveness 
of university graduates in the labour market while only a small number of 
participants (5.8%) disagreed with the statement and 12.7% of respondents 

60 
could not give an answer to this statement. 76.7% of students believe that the 
promotion of English in higher education allows it to join the international 
academic community with 5.5% of respondents not agreeing with it and 
17.8% of the participants were not answering the question. The vast majority 
of respondents (85.8%) believe that English provides access to the world's 
research literature while 8.5% did not agree with this statement and 5.7% did 
not answer it. The answers to the statement ‘The language of instruction in 
the universities should be English for competitiveness of higher education’ 
are as follows: a relatively small number of respondents (26.4%) agree with 
it, about half of the participants (48.1%) disagree with it, and 25.5% did not 
answer it. 81.7% favour a policy of training polilingual staff, 3% did not 
approve, and 15.3% did not answer it. The vast majority of respondents 
(89.2%) believe that the development of three languages in higher education 
will strengthen the position of English in the future, only 4.7% of respondents 
disagree with this statement, and 6.1% did not answer it. The answers to the 
statement ‘Promotion of English in higher education has a negative effect on 
the development and promotion of the Kazakh language’ are as follows: 
47.6% of participants agree with it and approximately the same number of 
respondents (49.1%) disagree with it. 3.3% of respondents found it difficult 
to answer this question. 47% believe that the promotion of the English 
language in higher education has a negative effect on the development of the 
Kazakh national identity with 49.7% disagreeing with this statement. A small 
number of respondents (6.2%) agree that the promotion of English was a 
threat to the future of the Kazakh language and culture while the vast majority 
of respondents (93.1%) disagree with this statement. The results show that, in 
general, the attitudes of students towards promotion of English are positive. 
English is regarded as a lingua franca, a necessary element in the system of 
higher education of the Republic of Kazakhstan. 
Survey data of teachers on the promotion of English in Kazakhstan are 
presented in Table 2. 
Table 2 - The attitude of teachers on promotion of English in the 
educational space of Kazakhstan 

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