Language policy in the frame of 12-year education model

Nowadays one of the new and the most important reforms is the transition to 12-year education model. Herbert (2003) stated: “Widely known that students who complete year 12 or its equivalent have better chances in life, and are more likely to gain employment and/or post-school qualifications than those who don't” (p.2). Makhmetgali Sarybekov (2013), former Education and Science Vice-Minister, in his interview to Central Asia Online said: “This [a shift to 12-year education] will mean world-class education meeting world standards. We must integrate into the global community”.

The main question is “How is language policy developing in the frame of 12-year education model in Western countries and in Kazakhstan?” It is crucial to focus on languages in reforming education to 12 year system. Goranson, G., & Howland, J., (1999) provides “a road map for school districts in Connecticut as they develop and implement  world languages program appropriate for the 21st century” (p.2). Moreover, Western countries implement K-12 schooling model effectively. For instance, Grossman & Reyna (2011) emphasized that “implementing the CCSS [Common Core State Standards] in schools and K-12 classrooms has the potential to transform education in the United States by narrowing achievement gaps and ensuring that every student graduates from high school ready for college and work” (p.3).

Bridges (2014) suggests “a detailed analysis of the transition to a 12-year schooling model, revision of the curriculum and the effects of involvement to international monitoring studies” (p.32). Moreover, he offers “a brief overview of the ideas underpinning the initiating trilingual policy and the introduction of a new assessment system” (p.32). Many Western scholars such as Farland, W. & Cepeda, R. (English as a Second Language: A Progress Report on Existing Board Policy Directives, 1988), Italiano, F. & Hine, G. (Finding Ways to Effectively Use Year 12 Achievement Data to Inform Practice in Secondary Schools, 2014), Lim, P. &  Karmel, T. (The vocational equivalent to Year 12, 2011) made attempts to research language policy in transition to K-12.

In Western countries a huge pace of transition to 12-year education was made in the beginning of the 21 century, although 12-year education model mentioned in State Programme for the Development of Education of the Republic of Kazakhstan for 2005-2010, approved by the Decree of the President of the Republic of Kazakhstan in 2004. Today Kazakhstani education is expected to be modified and adopted to the new reform. The main point is on the development of language policy in the reform of the transition to 12 year education, its challenges and goals.

References

Bridges, D., (Ed.) (2014). Educational reform and Internationalization: the case of school reform in Kazakhstan. United Kingdom: Peterborough.

Farland, W. & Cepeda, R., (1988). English as a Second Language: A Progress Report on Existing Board Policy Directives.

Goranson, G., Howland, J., (1999). A Guide to K-12 Program Development in World Languages. The United States Department of Education's Foreign Language Assistant Program.

Grossman, T., Reyna, R. & Shipton, S., (2011). Realizing the Potential: How Governors Can Lead Effective Implementation of the Common Core State Standards. NGA Center for Best Practices. Washington, DC.

Herbert, J., (2003). Completion of Twelve Years of Schooling or Its Equivalent.

Italiano, F. & Hine, G., (2014). Finding Ways to Effectively Use Year 12 Achievement Data to Inform Practice in Secondary Schools.

Lim, P. &  Karmel, T. (2011). The vocational equivalent to Year 12.

Pavlovskaya, O., (2013, October 28). Interview to Central Asia Online. Retrieved from http://www.kazakhembus.com.

State Programme for the Development of Education of the Republic of Kazakhstan for 2005-2010 (2004, October 11).