This article explores the integration of Kazakh, Russian and English language subjects in the general secondary school curriculum. It focuses on how interconnected language instruction through thematic planning and subject-based language integration (CLIL) can enhance students’ language proficiency, cognitive development, and intercultural competence. Drawing from the our's dissertation and practical pedagogical experiments, the study highlights the benefits and challenges of multilingual instruction and offers recommendations for educators.
Keywords: multilingual education, language integration, CLIL, cognitive load, linguistic competence, trilingualism.
Данная статья посвящена интеграции казахского, русского и английского языков в учебную программу общеобразовательной школы. Особое внимание уделяется тому, как взаимосвязанное преподавание языков с использованием тематического планирования и предметно-языковой интеграции (CLIL) способствует развитию языковой компетенции, когнитивных навыков и межкультурной осведомленности учащихся. Основываясь на диссертации и практических педагогических экспериментах, исследование выявляет преимущества и трудности многоязычного обучения и предлагает практические рекомендации для педагогов и разработчиков образовательной политики.
Ключевые слова: многоязычное образование, интеграция языков, CLIL, когнитивная нагрузка, языковая компетенция, трехъязычие.
Introduction
In today's globally interconnected world, multilingualism is not just a benefit but a fundamental necessity. This is especially true for Kazakhstan, which recognizes the significance of linguistic diversity through its trilingual education strategy aimed at ensuring proficiency in Kazakh, Russian, and English.
The paper argues that by integrating the teaching of Kazakh, Russian, and English through shared themes, vocabulary, and grammar structures, students can achieve significant improvements in their educational outcomes. This approach allows for a more efficient use of instructional time and promotes a deeper understanding of the languages being taught.
By examining how language subjects interact and support each other, this study aims to provide educators with practical insights for planning and implementing integrated lessons that align with national standards and best international practices. The article reviews relevant theories and outlines methodological approaches to integration. It also evaluates the practical outcomes of integrated language teaching in secondary schools.
Methodology
This study used a mixed-methods approach to explore the integration of English, Kazakh, and Russian language subjects into the school curriculum. The research was conducted over two academic years and included theoretical, empirical, and practical components.
Firstly, we conducted a theoretical analysis by reviewing national policy documents, curriculum standards, and educational frameworks in Kazakhstan. This helped us to understand the goals and expectations for language integration in schools, particularly with regard to multilingual education and content and language integrated learning (CLIL). Secondly, we performed a comparative analysis of the current textbooks and syllabuses for English, Kazakh, and Russian. This analysis enabled us to identify common themes, vocabulary, and grammatical structures that could be integrated into a single course. Thirdly, calendar-based plans were created for the pilot schools to ensure that the content was aligned across different subjects. For instance, while English classes focused on global environmental issues, similar ecological topics were covered at the same time in Kazakh and Russian classes.
In addition, we collected observational data through classroom observations, focusing on student interaction patterns, use of the target language, and overall student participation. We systematically took notes to identify patterns in teaching strategies and student responses. We analyzed the quantitative results using descriptive statistics to determine changes in performance and motivation. We analyzed the qualitative data thematically to gain insights from teacher and student perspectives. Our methodology involved a combination of theoretical justification, curriculum mapping, experimental teaching, and collection of multi-source feedback. This comprehensive approach allowed us to thoroughly examine the effectiveness, feasibility, and relevance of integrated language teaching in relation to Kazakhstan's multilingual education objectives.
Literature review
The theoretical basis for integrating language subjects in schools is based on both international and domestic pedagogical research. A fundamental concept is the Content and Language Integrated Learning (CLIL) model, introduced by David Marsh in the 1990s. This model focuses on the dual goal of teaching content and language simultaneously. Marsh emphasized the importance of connecting language learning to meaningful content, making CLIL suitable for multilingual settings like Kazakhstan [1].
Further supporting the integration of subjects through language is the 4Cs Framework developed by D. Coyle. This framework promotes not only linguistic competence but also cognitive and cultural awareness [2]. In Kazakhstan, this theory has been implemented in Nazarbayev Intellectual Schools and pilot projects in public education.
Local scholars, including B. A. Zhetpisbayeva, G. A. Meiram, and M. T. Satayev, have emphasized the strategic role of Content and Language Integrated Learning (CLIL) in enhancing students' multilingual proficiency and intercultural competence. In particular, Satayev has proposed a structural model for training biology teachers through CLIL and has confirmed its effectiveness in developing both linguistic and subject-based skills [3].
From a psycholinguistic perspective, Peal and Lambert (1962), as well as Cummins, have distinguished between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). These scholars have noted the importance of academic language for school success and have advocated for additive bilingualism, which they describe as the process of acquiring a second or third language that enhances, rather than replaces, one's first language [4].
Finally, integrated teaching allows for the use of culturally relevant materials and media, which enhances student motivation and promotes a deeper understanding of different cultures. This is especially important in Kazakhstan, where language plays a significant role in national identity and promoting multicultural harmony.
Results and discussions
The results of the pedagogical experiment conducted at Secondary School No. 261 in Kyzylorda showed that the integrated teaching of English, Kazakh, and Russian languages resulted in measurable improvements in students' linguistic competence and understanding of the subjects.
During the study, which lasted three months, students engaged in project-based learning activities based on thematic topics such as the Aral Sea, Kazakh traditions, and the Baikonur Cosmodrome. They researched, compared, and presented information about these topics in all three languages, helping them to develop their vocabulary, analytical skills, and intercultural understanding.
As part of the process, students created essays, infographics, and presentations, which helped them improve their grammar, translation skills, and ability to adapt texts from different sources to each language.
Pre- and post-intervention assessments showed significant improvements in vocabulary retention, syntactic construction, and reading comprehension. Specifically, in English vocabulary tests, the average student score increased by 12 %. Similarly, their performance in Kazakh and Russian reading tasks improved by 17 % and 19 %, respectively.
Teachers also reported an increase in student motivation and engagement, particularly when the material was relevant to their personal experiences or culturally significant. Interviews with teachers revealed that incorporating familiar cultural content into the curriculum, presented in multiple languages, encourages students to actively participate in classroom discussions.
The CLIL (Content and Language Integrated Learning) 4C model, which focuses on content, communication, cognition, and culture, has been effective in promoting deep learning and engagement among students. Students demonstrate improved retention and transfer of concepts when they encounter similar topics across different languages.
Students in third grade greatly benefited from this teaching strategy, as their cognitive development is best suited to concrete, relatable topics and visual aids. Games and hands-on activities, combined with verbal instruction, helped maximize their comprehension and retention of information. On the other hand, students in higher grades, such as eighth and tenth, could participate in more challenging discussions and analytical tasks, such as essay writing and source analysis. These experiences helped them develop important academic and interpersonal communication skills, in line with the Cognitive Academic Language Proficiency (CALP) theory.
The results support the idea that integrating language learning not only enhances the acquisition of a language, but also promotes analytical thinking, cultural literacy, and confidence in using multiple languages in academic settings. Most importantly, integration creates a student-centered learning environment where communication is meaningful and language is seen as a tool, rather than an end goal.
Conclusion
The integration of Kazakh, Russian and English in the school curriculum has proven to be an effective strategy for developing students' multilingual skills. The findings of this study suggest that a coordinated approach to teaching languages leads to better vocabulary acquisition, improved reading comprehension, and increased academic engagement at all levels of education. Content and Language Integrated Learning (CLIL) methods can be used to integrate subject content and provide a more student-centered learning experience. This promotes deeper understanding, enhances linguistic and cognitive abilities, and fosters intercultural awareness, which are all important goals of Kazakhstan's trilingual education policy.
The successful implementation of this model depends on careful planning of the curriculum, cooperation among teachers, and ongoing professional development. Institutional support is essential to overcome initial obstacles, such as limited resources and teacher readiness. Additionally, integrated materials are necessary.
Findings from a pilot study in Kyzylorda indicate that multilingual education is most effective when language subjects are integrated and support each other. Students benefit not only linguistically but also socially and academically. They learn to transfer knowledge between languages and access global content, fostering their overall development.
In the future, studies could expand on this research by establishing national databases of trilingual resources and investigating ways to integrate language learning into other academic subjects. The ultimate goal of integration is not simply a method, but rather a philosophy that promotes inclusive, relevant, and forward-looking education for all students.
References:
- Marsh D. CLIL/EMILE: The European Dimension — Actions, Trends and Foresight Potential. — University of Jyväskylä, 2002. — 104 p
- Coyle D., Hood P., Marsh D. CLIL: Content and Language Integrated Learning. — Cambridge: Cambridge University Press, 2010. — 175 p.
- Satayev, M. T. Training Future Biology Teachers Based on CLIL Technology. — Almaty: Abai Kazakh National Pedagogical University, 2023. https://abaiuniversity.edu.kz/docs/docs/satayev/7.2.pdf
- Peal, E., & Lambert, W. The relation of bilingualism to intelligence. Psychological Monographs, 76(27), 1962.
