Особенности поэтики толгау

Серия «Филология». № 2(78)/2015 
47 
ЖАЛПЫ  ЖƏНЕ  ОРЫС  ТІЛ  БІЛІМІ 
ОБЩЕЕ  И  РУССКОЕ  ЯЗЫКОЗНАНИЕ 
UDC 81` 
G.Yu.Amanbayeva, M.A.Balabekova  
Ye.A.Buketov Karaganda State University 
(E-mail: merei_balabekova@mail.ru) 
Conditions for development of multilingualism in Kazakhstan 
There is considered some questions about the translation of borrowed words in Kazakh language in this arti-
cle. Author of the article shows from which languages lexicon was borrowed from and also some ways of 
code-switching on concrete examples. Analyzing the translations of the borrowed words in Kazakh language, 
we can prove that a lot of anglicizes are used in Kazakh, Russian languages. The main aim of the work is to 
study the conditions of multilingualism in Kazakhstani society and try to analyze the ways of holding it.   
Key words: multilingual, borrowings, multilingualism, community, code-switching.  
 
Today the Republic of Kazakhstan is a multilingual, multiethnic, multicultural and multi — confession-
al country, where more than 140 ethnic groups peacefully live. The place and role of Kazakhstan in the 
world space are defined by its geographical, geopolitical and geo-economic situation and possibilities. 
Multilingualism is an effective tool for training young generation in conditions of an interconnected and 
interdependent world, and is one of the components of the general system of national education, which can-
not be seen in isolation from the environment in which it operates and develops.  
The modern development of Kazakhstani society and the cardinal sociopolitical and changes have gen-
erated the need for the state regulation of language development issues. Language study as one of the main 
indicators of the population’s adaptation to the new sociopolitical and social cultural realities, has now be-
comes a topical scientific and practical issue. The legal and conceptual basis of this is reflected in all the 
basic state documents that define a strategic direction for the realization of the language policy in Kazakh-
stan. So, in 2007 the implementation of the cultural project «The Language Trinity» was begun, according to 
which the most important three elements of the language policy appeared, providing a worthy conformity to 
the world standards of development: Kazakh, as a state language; Russian, as the language of interethnic 
communication; and English, as the necessary condition for successful integration into world educational 
space [1]. 
At the same time, learning foreign languages is one of the most important criteria for ensuring practical 
and professional life activity of a person in a modern multilingual and multicultural globalized world. In this 
regard, Kazakhstan decided to introduce a foreign language teaching in primary schools with further im-
provement and development of acquisition of these languages in variational successive structure of educa-
tional institutions of basic education, secondary profile educationи, post-secondary vocational education and 
higher education. To achieve this goal, the country’s universities leading educational activities towards the 
development and implementation of multilingual education, started a differentiated and specialized training 
of multilingual teaching staff for schools with advanced study of foreign languages. In higher education in-
stitutions of Kazakhstan, leading its activities towards the development of multilingual education, a growing 
number of professional disciplines, including informatics, computer engineering and software, mathematics, 
physics, information systems, ecology, economics etc., are taught in multilingual academic groups in Eng-
lish. For purposeful and successful development of multilingualism in a higher educational institution it is 
necessary to take into account some negative effects that may arise during organization of the multilingual 

G.Yu.Amanbayeva, M.A.Balabekova 
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Вестник Карагандинского университета 
education. These include: the spontaneous creation of the multilingual education in higher educational insti-
tutions; a weak normative-legal data system of these centers; absence or poor facilities and equipment of the 
higher educational institutions, unable to provide a complete educational-methodical activity of the centers; 
the lack of a precise program, concept and rules of the centers development and clear view of the planned 
results of the students and the criteria for their evaluation; growth of spontaneous innovative experiments; 
educational institutions arbitrary use of foreign training programs and training materials without their corre-
lation with domestic conditions of foreign language teaching due to the lack of common methodological plat-
form for continuing and successive-variational foreign language education and its unified standard support 
(state-standard and program requirements), and others. Moreover, the problems related to language, culture 
and structure of the programs shouldn’t be laid aside. Among other challenges of the initial phase of multi-
lingualism introduction in higher educational institutions are: different level of language proficiency of stu-
dents, their lack of confidence in the study of special subjects in a foreign language, a lack of knowledge of 
teachers in specifically-oriented English. Promising educational objectives of higher educational institutions, 
which assign primary importance to the multilingualism development are: establishment of university centers 
of multilingual education, organization of the gradual introduction of multilingual education in special sub-
jects of natural-scientific, engineering-technical, humanitarian- pedagogical directions; gradual formation of 
multilingual academic groups; improvement of skills and proficiency of the teaching staff and students of the 
university in three languages in equal degree for simultaneous use in the learning process; organization of 
free language courses (according to the levels of language proficiency) for the future multilingual teachers; 
organization of the purposeful training of teachers abroad; organization of academic mobility for the ex-
change of experience of the teaching staff of the university according to the «Trinity of languages» project; 
efforts to attract international scholars, professionals, teachers, and representatives of foreign companies op-
erating in the region, to give lectures and conduct practical classes in multilingual groups; assignment of for-
eign language teachers as advisors in the multilingual study directions of the university; adoption of the new-
est pedagogical and information technologies of foreign language teaching; stocking of the library funds and 
electronic base of multilingual educational, methodological, scientific, reference and other literature and 
multimedia materials; organization of joint creation of textbooks and teaching aids with foreign partners; 
development of the integrated education programs; preparation of teaching materials for special subjects 
taught in multilingual groups and etc. No less important are such promising areas as the study of the prob-
lems of succession of multilingual education at different levels of the educational system; the study of for-
eign experience in multilingual education; making up programs of elective courses, optional subject of multi-
lingual direction; use of possibilities of the distance learning technologies; enhancement of interactive tele-
communications; creation of the Web environment, and etc. 
Multilingual education — is the basis of the multilingual personality formation, whose level of devel-
opment largely determines the positive personal self-realization in the present conditions of public relations, 
its competitiveness and social mobility [2]. 
Foreign experts have also expressed concerns about the premature nature of the introduction of this 
program. The Director of the Centre for the Study of Central Asia and Kazakhstan of  Indiana University 
(Bloomington, USA) William Fierman said, «In my opinion, in today's Kazakhstan the Kazakh language 
should be accorded the more essential role, especially in cities, it is necessary to give more attention to the 
techniques of teaching Kazakh. It is necessary to create good children's telecasts which can raise the interest 
of the rising generation of all nationalities in the Kazakh language. It is necessary to develop, introduce Ka-
zakh usage in all fields». 
According to the Western scholars Dave and Sinnott, in Kazakhstan the so-called «Russianalized cul-
tural space» predominated. According to Suleimenova, «In those conditions there were also shifts in rela-
tions between Kazakh and Russian languages when for a part of the population the ethnic, cultural and lan-
guage identity has appeared formal and knowledge of a native language,  passive; when the falling prestige 
of a native language has to a certain extent led to the falling prestige of  the nation, its stories and culture; 
when part of the Kazakh population began to use Russian for intra-ethnic communication; when the Kazakh 
language has forced out of the sphere of public, official and business communication; when the principle of 
parity proclaimed by an official policy in practice has turned into a decrease of ‘functional health’ and 
‘communicative capacity’ of the Kazakh language» [3]. 
Substantial reforms are being carried out as part of the implementation of a qualitative transition to in-
struction in three languages of secondary education. At present there are six «Nazarbayev Intellectual 

Conditions for development of multilingualism… 
Серия «Филология». № 2(78)/2015 
49 
Schools» with a combined enrolment of 4,000 students and 33 schools with specialized training in three lan-
guages «Murager» (Kazakh, Russian and English) with an enrolment of about 5,000 students.  
Since 2004, 32 schools have introduced an experiment to study the English language starting from the 
second grade with two hours per week. In 2011, English was studied from Grade 2 in 115 schools, involving 
a total contingent of more than 51,000 students. Besides, more than 15,000 children are studying in the Kazakh-
Turkish tertiaries, where teaching is conducted in four languages: Kazakh, Russian, English and Turkish. 
In general, the number of schools offering education in Kazakh, Russian and English is planned to in-
crease from 33 to 700 and the number of «Nazarbayev Intellectual Schools» will be increased from 6 to 20. 
There is an objective to provide students with electronic textbooks and facilities for e-learning of languages. 
It is planned to adapt textbooks and teaching aids of British publishers such as Cambridge University Press, 
Macmillan and Longman; these have been successfully been used elsewhere in the world (Malaysia, China, 
Italy, Finland, Hungary, etc.) for many years. In addition, the format and content of the professional devel-
opment of teachers is being improved. Centres of teaching excellence, «Nazarbayev Intellectual Schools» 
and the JSC National Centre for retraining of teachers «Orleu» were created, which will enable more than 
125,000 teachers to be reached in five years. 
According to the state programs of development, by 2020 100% of tertiary graduates must know the 
Kazakh language, 90% of the population must know Russian and 20% must know English. Nowadays, the 
sustainable development of Kazakhstan and the international integration processes, multilingual education 
programs are in high demand in Kazakhstani education system. This is explained by the high academic mo-
bility of students and practitioners' desire to improve their professional competence and competitiveness in 
the circumstances of the international integration of Kazakhstan. 
Kazakh (96.3%), Russian (51.6%) and English (75.1%) play an important role in the further develop-
ment of Kazakhstan as a competitive partner in the global community. It should be noted that the percentages 
indicate a preference of English over Russian. 81.3% of respondents agreed with the statement that English 
should be taught from Grade 1, which is much higher than the data related to the study of English starting 
from Grade 2 (52.1%) and Grade 5 (37.2%). The issue of teaching English from Grade 1, which was also 
considered from the point of view of the successful learning and development of the Kazakh language, re-
vealed both a negative influence (55.5% of respondents believed that learning English from Grade 1 has a 
negative impact on the assimilation and development of the native language) and positive influence (55.3%), 
according to the respondents. Overall, 78.9% of respondents agreed with the opinion that support for the 
English language being a deliberate policy of the state. The policy of the development of three languages 
was seen positively by the respondents: 70.4% of respondents believed that the development of the three lan-
guages will strengthen the position of the Kazakh language and 59.6% believed that the development of three 
languages will strengthen the position of the English language. However, 59.6% of the respondents ex-
pressed concerns about the weakening of the position of the Kazakh language in connection with the devel-
opment of the three languages and 46.6% of respondents agreed with the opinion that English will replace 
Kazakh in the future. Regarding the Russian language, 58.8% of respondents did not agree that English will 
replace the Russian language in the future [4]. 
Kazakhstan advocates the development of multilingualism in the country: this is evidenced in the result 
of sociolinguistic research. The language policy of the state, which implies the development of multilingual-
ism and multilingual education in Kazakhstan, finds support among Kazakh youth. 
It is recognized that effective language learning is impossible without solving the problems of intercul-
tural communication in a multicultural and multilingual education in modern Kazakhstan. Without 
knowledge of the mentality of the people whose language you are learning, it is impossible to predict the tac-
tics and strategy of verbal behavior of a native speaker, language achieve comfort, to find a common lan-
guage with the communicant. Therefore, intercultural communication is to be understood primarily as a 
search and finding mutual understanding in the process of multi-level communication through the interaction 
of national consciousness that goes back to the classical idea of W.von Humboldt. That is why modern suc-
cessful intercultural communication is impossible without cultivating tolerance of other cultures, without 
striving to meet and to know another culture, and through it — a different language, a different mentality, a 
different social culture, a different personality, other socio cultural, and another person.  
Education — a key aspect of quality assessment and social vitality. The future of a state depends pri-
marily on how and to what extent it is reasonably solved the problems of education. The main objective of 
the policy of the Republic of Kazakhstan in the field of education — is to raise the level of intellectual ability 
of the nation. Modern international community has come to realize that from quality and level of education 

G.Yu.Amanbayeva, M.A.Balabekova 
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Вестник Карагандинского университета 
influence the prospects of development of any country. Need for continuous improvement of the entire sys-
tem and practice of education, including language, due to the social changes taking place in society. Remain 
a priority to improve the quality of education and the level of education of the person at all levels of educa-
tion. In accordance with the «Concept of language policy» in Kazakhstan a document of language policy of 
Kazakhstan «State program of functioning and development of languages for 2011–2020» developed. It 
stressed that the development strategy of the languages of Kazakhstan define the following objectives: 
1) expansion and consolidation of the communicative functions of the Kazakh language;  
2) preservation of common cultural features of the Russian language; 
3) development of the languages of ethnic groups living in Kazakhstan.  
Languages of all ethnic groups living in Kazakhstan, actively functioning in everyday life, and the Ka-
zakh and Russian — are represented at the level of public use. Great scientific interest, from a scientific 
point of view, represented and continues to represent Kazakh languages. As carriers of different languages 
are in constant contact, then there is a constant interaction and language. At the same languages as a means 
of involving public communication, information storage, means of influence, as part of the social culture of 
Kazakh [5]. 
For example, only Kazakhstani people can understand expressions like «All aksakals gather at 10:00 in 
front of the city main office», «baursaks, shelpeki, kazy-karta nicely pleased the eyes», «Slightly have been 
drunk with kymis in the spring evening, I decided to walk around the aul ',' Attention passengers! At the time 
of Oraza extended time plying the bus route number 13 to 24.00». Languages are subject to socio-economic 
and socio-political , socio-cultural influences. All socially significant reflected through language and on lan-
guage. Linguistic science in the new conditions change the priorities «in the direction of operation, seman-
tics, pragmatics, communicative nature of language ... problems of language relations..., language develop-
ment and language policy at the level of linguistic identity, and at the level of society». 
The key to sustainability, understanding ethnic groups of Kazakhstan, the rational development of lan-
guage, political stability for the modern Kazakh society is the formation of multilingual individuals. A pecu-
liar specificity of linguistic space of Kazakhstan in the new century was active intrusion of English and other 
foreign languages. There is a process of formation of multilingual individuals, therefore the opportunity to 
fully explore the phenomenon of multilingualism creates. But weak elaboration mechanism of multilingual-
ism and techniques approach to its study, existing today, create certain obstacles to deliver quality language 
education. 
Therefore, you should look for ways to overcome this contradiction. Some scholars find the language 
training as good to start it from school, to lead in several languages, for example , Kazakh — the state lan-
guage — the main language of instruction; then — Russian language and literature — to teach in Russian; 
mathematics and physics — in English. Such training, in their opinion, is effective for the formation and de-
velopment of multilingual identity. Practical implementation of such a proposal is already in the practice of 
teaching in some schools of Kazakhstan. For example, secondary specialized school for gifted children 
(Shod, Kazakhstan, Karaganda) with the 2007–08 school year is experiential learning in three languages: 
Kazakh language of instruction of all disciplines; in Russian – Russian language and literature, and, training 
in these two disciplines in the Kazakh school implemented the program of Russian schools; and since the 
2007–08 school year — mathematics, physics, biology; 2009–10 school year — chemistry, geography — are 
taught in English. Judging by the end result of learning all tertiary graduates go to university, and at UNT 
(unified national testing) results graduates of this school is much higher than the results of UNT in other 
schools of the city.  
There are clearly shown two main directions in the approach to learning in modern pedagogy: 
1) modernization of traditional learning in the spirit of effective organization of learning — in this as-
pect of the educational process focused update on the traditional didactic teaching of reproductive teaching, 
the concept of education as a «technological» process with concrete results; 
2) an innovative approach to training, where learning objects are the development of students' opportu-
nities to learn new on the basis of purposeful formation of creative and critical thinking skills. Work on mod-
eling the training, research, modeling some activities, training as an exchange of views, creative discussion 
related with this approach. Gradually innovative type of training is justified as a new didactic concept. The 
difference between traditional and innovative learning can be defined as follows: traditional training «is 
aimed at mastering the rules work in repeating situations», and innovative teaching «involves the develop-
ment of abilities to work together in new, perhaps unprecedented situations» [6]. 

Conditions for development of multilingualism… 
Серия «Филология». № 2(78)/2015 
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American culture as contrasted to Кazakhstani culture is low-context, highly future-oriented, doing, 
monoactive (monochronic), and individualistic, medium — to low power distance, uncertainty avoidance 
and masculinity culture. The recognized cultural values lie in achievement, nuclear family, religion («In God 
We Trust»), democracy.  
In America and in Kazakhstan there are different of teaching methodology. Take in the contrastive re-
spect the system of education in Kazakhstan and in USA. With regard of teaching methodology it should be 
mark the following:  
• In the USA. Every academic is responsible for his or her own curriculum, which can either be eccen-
tric, inspiring or boring; a teacher may be joyful, humorous and friendly towards students. At first some Ka-
zakhs and Russians students find this kind of behavior and teaching trivial and unintellectual (not expressing 
or enjoying mental activity); there are no unified core textbooks for the students to be dependent on;  
• In Kazakhstan.  Every academic usually has core textbooks which are spoon-fed to the students who 
are then memorize them for examinations; teachers are more serious, solemn and strict; there are unified core 
textbooks for the students to be dependent on.  
The reading list provided by the lecturer: 
• In the USA. When the following question «To read them all or just to read some?» comes into exist-
ence, in America, however, you are on your own: everybody should express his own opinion and the teacher 
should support all discussion; 
• In Kazakhstan. The students consider that reading all the books is too difficult for them; but reading some 
of them means making selections which is also difficult. The teacher or some one will tell you what to do and 
what not to do, like a child being told by a mother. Students tend to think that only the teacher has the wisdom on 
the subject, and they therefore think it a waste of time to listen to another student speak in a tutorial class. 
About the writing essays and the style of writing and logic of thinking: 
• In the USA. An essay in English also requires logical explicitness: what comes before and what comes 
after in an essay not only has to be logically coherent but also has to be stated explicitly as such. An essay in 
English is required to be highly structured. Usually, there is an introduction section in which you say what 
you are going to say. An essay in English also requires logical explicitness: what comes before and what 
comes after in an essay not only has to be logically coherent but also has to be stated explicitly as such; 
• In Kazakhstan. Students in Kazakhstan may find above-listed very repetitive. An essay written by a 
student in Kazakhstan may be logically coherent but lacks explicit linguistic expressions to connect text to-
gether. A teacher marking this kind of essays can easily get lost or confused. 
When selecting the content of multicultural education some facts should be considered. They are: socio-
cultural context of students (ethnic and religious composition, attitudes and prejudices that dominate the envi-
ronment, individual interests of students to the problems of a multicultural society in general and certain soci-
ocultural groups); ethnic and socio-economic characteristics of the region (the reasons of compact residence of 
ethnic groups, the leading forms of economic activity); changing social and cultural situation in the region, the 
country, the world (the processes of convergence countries, ethnic and religious groups, the development of 
conflicts and their causes, cultural expansion and formation of nationalism, etc.); methodological, methodical 
and personal capabilities as a single teacher, and the entire teaching staff of educational institutions. 
Need to take account of socio-cultural perspective in language education dictated by modern realities. 
Traditionally, Kazakhstan is a bilingual country. But bilingualism of the Soviet period was one-sided, many 
Kazakhs have forgotten how to communicate in their native language, their own language, they have com-
pletely forgotten and consider Russian as their mother tongue. After gaining independence Kazakh language 
in Kazakhstan declared a state language, and his knowledge is obligatory for citizens of the republic. But in 
quality of multilingual and bilingual person today does not seem that model, which is focused on our society. 
Biracial and polylingual person often speaks one of the languages well, and others — his communicative 
abilities are very limited, and, sadly, many of them do not speak their native language. If we want to aim to 
generate and educate the ideal multilingual person, who will speak three or more languages equally and 
freely, we should make innovations in schools and universities of language education. Of course, this will 
require resolve scientific, methodological, institutional, administrative, social-economic, psychological prob-
lems. First of all, should streamline and improve the current bilingualism in any of its variations: Russian-
Kazakh and Kazakh-Russian, Kazak-English, English-Kazakh [7]. 
Bilingualism should be the basis of any training the third or fourth language.  
Native language must be the fundamental, at the main training and formation of multilingual identity. In 
the future, tertiary graduates must be communicatively competent, must have multicultural personality, that 
is by far the state, even national goal of Kazakhstan education at all its level. 

G.Yu.Amanbayeva, M.A.Balabekova 
52 
Вестник Карагандинского университета 
We want to believe that the unique multicultural and interethnic accord will create all conditions in the 
Republic for the formation of the state doctrine and the national idea «Kazakhstan — House of Peace and 
Prosperity».  
 
 
Список литературы 
1  Государственная программа функционирования и развития языков на 2001–2010 годы / Указ Президента Республики 
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Г.Ю.Аманбаева, М.А.Балабекова  

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