Integrating Linguistic Diversity Into Kazakhstani Education: A Review of ELT Textbooks
DOI:
https://doi.org/10.17507/jltr.1701.05Keywords:
multilingualism, ELT textbooks, language policy, education, KazakhstanAbstract
This study examines the integration of linguistic diversity in English Language Teaching (ELT) textbooks used in Kazakhstan, to assess their effectiveness in reflecting the country's multilingual landscape. The research employed an analysis of English as Foreign Language (EFL) textbooks utilized in Kazakhstani educational institutions, as well as a survey conducted among educators. The objectives were to identify challenges and propose recommendations for improvement in the teaching and learning of English. The results showed: 1) an overview of all textbooks available for English teaching in Kazakhstan for grades 1-11; 2) the distinctive features of the textbooks currently used for the 11th grade by comparing them in terms of structural and linguodidactic features, their benefits and drawbacks; 3) the survey among fifty EFL teachers from local schools highlighting their insights into the usage of these textbooks. According to the survey results, contemporary FLT manuals face challenges, despite some notable advantages, such as comprehensive coverage of the four essential language skills and adherence to academic norms. The principal areas for improvement were the shortage of culturally appropriate information, especially regarding Kazakhstani history and culture, and the inadequate emphasis on speaking and using the language practically. “Action for Kazakhstan” offers culturally appropriate content that supports national assessment objectives and relates to Kazakhstani curricular standards, while "English in Mind. Level 4 for Kazakhstan" exposes pupils to a wider range of cultural viewpoints. Thus, this study contributes to the ongoing discourse on enhancing educational practices in Kazakhstan, promoting an inclusive environment that values and reflects the country’s linguistic richness.
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