JOURNAL ARTICLE

A Kazakhstani English Language teacher's perspective on multilingual practices.

  • Published In: ELT Journal: English Language Teaching Journal, 2025, v. 79, n. 1. P. 123 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Klyshbekova, Maira 3 of 3

Abstract

This article focuses on the implementation of multilingual teaching practices, specifically pedagogical translanguaging, by an English language teacher in Kazakhstan's trilingual education policy context. While Kazakhstan's policy promotes instruction in Kazakh, Russian, and English across content subjects, English language teachers are still generally expected to use English-only methods. The author reflects on her shift from monolingual English teaching to incorporating planned multilingual strategies that leverage students' full linguistic repertoires, resulting in increased student engagement and deeper understanding. Examples include group reading and writing activities that integrate Kazakh, Russian, and English, demonstrating the potential benefits of translanguaging in English language teaching within multilingual classrooms.

Additional Information

  • Source:ELT Journal: English Language Teaching Journal. 2025/01, Vol. 79, Issue 1, p123
  • Document Type:Article
  • Subject Area:Geography and Cartography
  • Publication Date:2025
  • ISSN:0951-0893
  • DOI:10.1093/elt/ccad030
  • Accession Number:182643164
  • Copyright Statement:Copyright of ELT Journal: English Language Teaching Journal is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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