The language of school
instruction is an identifier of division in society. However, regarding schools
in Kazakhstan this point holds an interesting position. Fundamentally, two
types of schooling exist concerning language of instruction: Kazakh and Russian.
There has been a stereotype one of them conceding the other (Kazakh medium of
instruction schools (KMS) to Russian medium ones). The roots of this issue come
from the Soviet past. The blog will
examine the truthfulness level of the stereotype.
During the Soviet era, there were few KMS, and
these were situated in rural areas. Russian medium of instruction schools,
which were the majority, were mainly located in urban areas. At these two types
of schools, the salient difference was in teaching languages (Kazakh and
Russian). Kazakh language in Russian medium instruction schools was not
mandatory, while Russian was obligatory in Kazakh schools (Fierman, 2006). In
addition, KMS lacked proper methodology and textbooks. These conditions
contributed to the decline of the status of the Kazakh language and KMS.
The stereotype of
backwardness of KMS is still alive, but in practice things seem to change. The
process of the Kazakhization aims to restore the status of Kazakh language and
to bring back national identity, lost during the Soviet time. The government tries
to solve the issue by paying more attention to Kazakh language in Russian
medium schools, making mandatory Kazakh test for candidates of Bolashak
program, and raising the quality of education at KMS. Although there is much
effort put into the issue, the stereotype keeps living. In the choice of a
school, parents reminiscing about the Soviet time, go for RMS.
To find an answer, it
is pivotal to look at the problem from inside. In Kazakhstani society, there
are some widespread opinions concerning two types of schooling. Children of
both types of schools differ. Those from RMS are more versatile and sociable
compared to those from KMS. Other differences include the features of pressure,
old and restricted methodology in KMS, higher proportion of freedom and
diversity in Russian schools. In fact, children of different ethnic backgrounds
tend to study in Russian medium schools (The reason goes back to the
Sovietization period). According to Aktileu (2010) one more differentiation is
shyness. The majority of graduates of Kazakh medium of instruction schools are
shy and facile; Russian school graduates are more open, active, and brave. The
author refers points out that Kazakh shyness brings harm to Kazakhstani nation.
To sum up, the history
of Soviet Kazakhstan played a significant role in stereotyping KMS as backwardness.
It is supported by beliefs, opinions, and observations of the people in
Kazakhstan. Little by little things seem to be changed in practice.
Is it possible to overcome the age-long belief on
the two types of schools?
References
Aktileu, A. (2010, January 10). Kazakh schools. Why are we so shy? [Kazakhskie shkoli. Pochemu mi tak stesnitelni?] Zhas
Kanat. Retrieved from http://www.altyn-orda.kz/kazaxskie-shkoly-pochemu-my-tak-stesnitelny/
Fierman, W. (2006). Language
and education in post-soviet Kazakhstan: kazakh-medium instruction in urban
schools. The Russian Review 65 (1), 98–116.
Dear Asha,
ReplyDeletethank you very much for sharing your thoughts.
I think that these days graduates of schools with Kazakh medium of instruction are becoming more and more active. Moreover, people tend to send their children to Kazakh medium schools because they face problems with lack of knowledge of Kazakh themselves art their workplaces since Kazakh is becoming mandatory to know.
I also support the idea of William Fierman. He says that we should promote Kazakh language through broadcasting and mass media, and start that from cartoons or special programs for CHILDREN first.
Hope that with all that effort and work done on increasing the status of Kazakh language, we won't be shy, as you mentioned, to say that our language is Kazakh, but proud to be and be able to speak Kazakh.
Dear Asha, I do believe that we have already overcome this false stereotype about low quality of education in Kazakh schools. This is the commonsense belief of the past! People naturally follow this constructed stereotype by themselves. Today, we can surely say that Kazakh and Russian schools are equal; we are doing our best to expand the use of Kazakh, and Kazakh is really increasing day by day! Let's reject this false perception!
ReplyDeleteKazakh vs Russian - in the beginning of the year I even considered taking this issue as a topic for my thesis, so I simply couldn't skip your post! I totally agree with all the facts mentioned here. As a graduate of Russian-medium school having many friends from schools with Kazakh as the main language of instruction I can claim there is a difference, at least in self-perception. Many of my friends prefer not to demonstrate their knowledge in fear of being judged as ill-mannered people. Also, many of them them tend to be more respectful and traditions, rules and norms, whereas my RMS friends can be more independent and rebellious at times. Indeed, the past played its role, at least with the people of my age. These days, however, there is a new tendency among teenagers: the students from both sides are becoming more courageous and take more initiative. I hope this stereotype will stay in past!
ReplyDeleteSometimes I am wondering, hoe our native language survived from such a pressure in Soviet time. I am thankful for our ancestors who struggled over the norms of Russian domination. Nowadays, many students are multilingual that they are able to speak in three languages. Surely, the theoretical appreciation and respect towards Kazakh exists, but practically many students still prefer to speak in Russian (even if they are in Kazakh language of instruction classes). Propaganda and educational policies which possess coercive character are able to do a little impact, whereas families, friends and other social communities will speak in Russian. Only with changing ideology of linguistic culture can increase the status of Kazakh language.
ReplyDeleteNice post. Some suggestions about style/usage:
ReplyDelete1) "The blog will examine the truthfulness level of the stereotype." is a bit wordy/fluffy. Instead, write more how you speak.
2) "Fierman (2006) notes that Kazakh language in Russian medium instruction schools was not mandatory, while Russian was obligatory in Kazakh schools." This is an example of emphasizing the author when any historian would agree with this fact. Try to focus on your idea, not on who said it. Include a citation, of course, but only mention the author in your narration if their opinion or analysis is particularly interesting.
3) "The stereotype that schools of Kazakh medium of instruction concede Russian medium ones." Unclear subject-verb. (There is a stereotype that...?). Also, look at examples of concede in order to use correctly (concede what to whom).
Dear Asha,
ReplyDeleteThank you very much for raising this issue. I, personally, do not like this topic because it is very sensitive... I, as Shynar did, graduated from the school with Russian as a medium of instruction. I do not regret because I could not become who I am if I had not had this experience. Unfortunately, in my childhood, in schools with Kazakh as a medium of instruction the quality was lower than in Russian schools... that is why my parents decided to give me to a Russian school. What I can say after eleven years is that they were not mistaken. Today I compare what I know and what my sisters and brothers who graduated from Kazakh schools know... the difference is significant. Fortunately, today, as Almazhay has mentioned above, the quality in both types of schools is equal! In my opinion, it is a great progress! We proved that we can do (render) impossible things... Let's follow this direction...
Asha,
ReplyDeleteI like your posts, all of them are related to the hot topics of "To be, or not to be". As for my opinion, I do 100% agree with you. Being a graduate of Kazakh secondary school, we were involved to the quite interesting experiment or process. I still have no idea what was that. We had lessons in Kazakh language, but theeen, during the breaks we communicated with peers only in Russian language, at home again we collaborated in Kazakh, in the playing yard our intercommunication language used to switch to Russian again. As a result, our generation (80s-90s) become bilingual. It is just one of the positive outcomes of being grown in Kazakh school. Personally, I am totally satisfied with education at my school, of course at that time it left much to be desired in terms of quality, assessment, curriculum and methodology. In this sense, I am agree with Aliya and other Ladies. However, knowledge of language, Kazakh literature,respect to older generation, traditions and values is played important role in self identification, and all this things were absorbed in the incredible environment of Kazakh Medium School. ;)
Dear Darina,
ReplyDeleteThank you for interesting post.
To the question why parents choose certain language for their children and what kind of means they use I would answer from my point of view. I am mother of 13, 7 and 1 year old children and studied in Russian-medium kindergarten, school and university. Many of my friends and classmates decided for their children to go to Russian-medium schools too, because of their fear that they could not help to children with studies. In contrast, I decided to let them go to Kazakh ones, because I personally felt all disadvantages associated with my poor Kazakh. I think the belief that Russian language schools provide better quality education has stack in the past.
That’s a pity that Soviet system had nearly left Kazakhstani education without Kazakh language. We understand that this approach was intentionally imposed by Soviet stakeholders to control and manipulate. I do agree that there was a clear demarcation between Kazakh and Russian schools in past; however there is a positive tendency nowadays among population to send their children to the schools of Kazakh medium of instruction. Preparing home assignments together with your child provide an opportunity to enhance your knowledge in acquisition of Kazakh language. Since officials have a soft policy towards language issues, the progress in increasing the status of Kazakh language, schools will grow gradually.
ReplyDeleteDear Asha,
ReplyDeleteInteresting topic.
Although, there are really these differences in perception as Shynar mentioned above I think there should be no traits to devide between RMS and KMS. Another point is that the quality of education differs in both cases because of the lack of books in a language of instruction, lack of quality teachers and materials. In this case, both KMS and RMS should learn English and read international research journals for their deep and thorough knowledge. What do you think of this? Another option I heard is both KMS and RMS should study this way: if you are KMS you have your classes 50% in Kazakh, 25 in English and 25 in Russian, the same scheme works for RMS 50% where Kazakh and English 25% in each case. This would be interesting but challenging experience.
Dear Asha,
ReplyDeleteThis is hot topic for me as I became a mother of a wonderful daughter, I really do not know how to be. However I have 7 more years to think, but I feel the responcibility for decision making process. We are advantaged because of bilingual society and started our path to multilingualism. But there is still uncertanty for me what to choose KMS or RMS. Personally I graduated from Russian school and I have no experience in studying in Kazakh schools. SO I can not even imagine how it is to be a student in Kazakh school and how my daughter will study there. I am very thankful that you provide some information about this issue.After reading all comments I see that I have to be brave and give my daughter to kazakh school as there will be no differens in knowledge. At least I hope that our School leadership cohort will do their best in reforming and implementing policies for improvement.
Asha,
ReplyDeleteI really like this topic! I would agree with the most things mentioned here... You know, it is true that typically, students from KMS seem to be shy, in terms of giving their own opinion, or even it is like harder for them " to question the authority", I don't know what the exact reasons are ... However, now students from the same context do not fall under these traits, they are more open, sociable, quick and can express themselves the way they want (personal observation)...
That's why, not everything as bad as it seemed to be before. I think anyway we are doing steps forward. Slowly, but moving... Slowly, but forward!
Dear friends I agree with you that the situation has changed and Kazakh medium schools are becoming very popular. I recently visited Taraz for data collection, to my surprise, 7 out of 8 planned interviews I took in Kazakh. Students who participated in focus group interview insisted on Kazakh language. It is a natural process, the Kazakh population is growing and it means that in near future we will need more Kazakh schools. To meet the needs of the growing number of KMS students the quality of curriculum, textbooks, teaching methods must be increased. Otherwise, what we now call "progress" will end up a big problem for us in future.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteDear Asha,
DeleteNowadays government of Republic of Kazakhstan pays a huge attention to the implementation of trilingual policy in our country. It is not a secret that priority is given to the Kazakh language. Resent years the enrolment in Kalakh schools raised significantly. Even parent are trying to give their children to Kazakh schools. For example, in 2013-2014 the enrolment in NIS in Semey for Kazakh classes was approximately 450 however in Russian classes it was only 100.