ERG SES G 09, Language and Education
Using more than two languages as mediums of instruction is becoming common practice all over the world. Bilingual immersion programmes in the United States, Canada, trilingual programmes in Luxemburg, Malta, Brunei Darussalam, Italian Val d`Aosto and Trento, and European schools implement varying models of education and pedagogical approaches. Pedagogy is a key factor in trilingual education. Researchers suggest that implications of general pedagogy are relevant for trilingual (bilingual) education. However, features and characteristics of trilingual pedagogy need to be researched in order to conceptualise a framework of effective trilingual education based on research evidence.
This proposal is part of doctoral thesis, which aims to explore pedagogical framework of trilingual education at the Autonomous Educational Organisation “Nazarbayev Intellectual Schools” (AEO NIS) in Kazakhstan.
The AEO NIS is a network of schools, launched as an experimental platform for implementing trilingual instruction in Kazakh, Russian and English. At the NIS, three languages (Kazakh, Russian and English) are taught as language subjects as well as used to teach different content subjects such as Geography, World History and Mathematics.
The AEO NIS is as an experimental platform, and within its role of spearheading educational reforms in Kazakhstan, it is tasked to scale up its experience to comprehensive state schools. From 2015, the AEO NIS will be translating all its experience, gained through trilingual instruction. As the AEO NIS is intended to serve as a model for other schools, full and partial transfer options along with adapted subject programmes and course plans will be passed over to schools. Moreover, translation has implications for sharing special pedagogy of trilingual education that is evolving at the NIS. In order to make it more efficient and easier for schools to adopt or adapt the trilingual education model, it is necessary to reveal constraints and opportunities in trilingual education pedagogy applied at the NIS. It would enable the NIS gather up strengths for comprehensive schools as well as revise the trilingual model and pedagogy based on pedagogical constraints.
The purpose of the study is to explore the NIS pedagogical framework for trilingual education in order to reveal weaknesses and strengths of the current pedagogical approaches and practices. The study will attempt to answer the following questions:
- Which pedagogical practices are constraining the implementation of trilingual education at the NIS?
- Which pedagogical practices are supporting the implementation of trilingual education
Based on review of literature on bilingual and trilingual education, three categories emerged as elements of trilingual education pedagogy. The principle of cross-linguistic transfer, Content and language integrated learning (CLIL) approach and supportive learning environment are umbrella terms that cover a broad range of pedagogical issues considered central to trilingual education pedagogy.
Briggs, A., Coleman, M., and Morrison, M. (2012) (eds.) Research Methods in Educational Leadership and Management (3rd edn). London: Sage. pp. 75-89. Cohen, L., Manion, L., and Morrison, K. (2000) Research Methods in Education. (5th edn). Abingdon:RoutledgeFalmer. Flynn, S. (2009) UG and L3 Acquisition: New Insights and More Questions, in Leung, Yan- kit, Ingrid (ed.) Third Language Acquisition and Universal Grammar. Bristol: Multilingual Matters, 71-88. Genesee, F. And Lambert, W. (1983) ‘Trilingual education for majority-language children’, Child Development 54:105-114. Howard, E., Sugarman, J., Christian, D., Lindholm-Leary, K., and Rogers, D. (2007). Guiding Principles for Dual Language Education. Washington, DC: Center for Applied Linguistics. Available online at: www.cal.org/twi/guiding_principles.pdf Implementing Bilingual Education: Pedagogy and Management. Available at http://www.cambridgeassessment.org.uk/ [Accessed on January 25, 2014] Jonstone, R. (2002) Immersion in a Second or additional Language at School: a Review of the International Research. Summary. Lindholm-Leary, K. J. (2001). Dual Language Education. Avon, UK: Multilingual Matters. Lyster, R. (2007) Learning and Teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. Nazarbayev Intellectual Schools, official website www.nis.edu.kz Mehisto, P. (2008). CLIL Counterweights: Recognising and Decreasing Disjuncture in CLIL. In International CLIL Research Journal, 1, 93-119. Mehisto, P. (2012) ‘High impact influences: considerations for trilingual education ’, Paper publication for Astana conference. Naqvi, R., Schmidt, E., and Krickhan, M. (2014). Evolving 50-50% bilingual pedagogy in Alberta: what does the research say? Front. Psychol, 17 June 2014.Smith, H.W. (1991) Strategies of Social Research (3rdedn).Orlando, FL: Holt, Rinehart and Winston. Trilingual Education Implementation Guidelines for Schools, 2013. [NIS document] Trilingual Education Policy for Nazarbayev Intellectual Schools, 2013. [NIS document] Villarreal, A. and Solís, A. (1998) Effective implementation of bilingual programs: reflections from the field. IDRA. Newsletter. San Antonio, TX: Intercultural Development Research association. Wellington, J. (2000) Educational Research: Contemporary Issues and Practical Approaches. London: Continuum.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.