The Central Asian republics have historically been linguistically complex societies that have und... more The Central Asian republics have historically been linguistically complex societies that have undergone many social, cultural, economic and political changes. Language-in-education policies there have shifted emphasis among promotion, tolerance and permission stances towards the use of non-dominant languages as languages of instruction (LOIs). These changes occurred against shifting policy balance between promotion of the titular languages of Central Asian republics and Russian, the Soviet language of wider communication. Language policy has formed part of a broader set of policy objectives, which have themselves been contested. Modernization as a broad societal goal has been attempted through direct transmission through a dominant language (DL); through indirect transmission via translation from a DL into a Central Asian language, or constructed directly in a NDL. Language policy in support of nation building and identity development has also varied in stance towards linguistic div...
Education in Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan occurs in a complex... more Education in Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan occurs in a complex multiethnic language ecology which includes many languages besides each republic’s titular languages: Kazakh, Kyrgyz, Tajik, Turkmen, and Uzbek. The chapter reviews multilingualism, languages, and education in the region from pre-Soviet to Soviet and post-Soviet period, focusing on informal and formal approaches to bi-/multilingualism in education in the region. Early Soviet policy supported instruction in all languages, yet that policy changed over time to one that supported the dominance of Russian-medium schools. At independence in 1991, each republic had to balance multiple aims: raising the status of the titular language relative to Russian, providing effective mother tongue and titular language education to all, and developing proficiency in Russian as a second/foreign language and in global languages such as English.
Accordingly, bi-/multilingual education is increasingly recognized as having enormous potential as a means to achieving this balance in Central Asia.
The Central Asian republics have historically been linguistically complex societies that have und... more The Central Asian republics have historically been linguistically complex societies that have undergone many social, cultural, economic and political changes. Language-in-education policies there have shifted emphasis among promotion, tolerance and permission stances towards the use of non-dominant languages as languages of instruction (LOIs). These changes occurred against shifting policy balance between promotion of the titular languages of Central Asian republics and Russian, the Soviet language of wider communication. Language policy has formed part of a broader set of policy objectives, which have themselves been contested. Modernization as a broad societal goal has been attempted through direct transmission through a dominant language (DL); through indirect transmission via translation from a DL into a Central Asian language, or constructed directly in a NDL. Language policy in support of nation building and identity development has also varied in stance towards linguistic div...
Education in Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan occurs in a complex... more Education in Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan occurs in a complex multiethnic language ecology which includes many languages besides each republic’s titular languages: Kazakh, Kyrgyz, Tajik, Turkmen, and Uzbek. The chapter reviews multilingualism, languages, and education in the region from pre-Soviet to Soviet and post-Soviet period, focusing on informal and formal approaches to bi-/multilingualism in education in the region. Early Soviet policy supported instruction in all languages, yet that policy changed over time to one that supported the dominance of Russian-medium schools. At independence in 1991, each republic had to balance multiple aims: raising the status of the titular language relative to Russian, providing effective mother tongue and titular language education to all, and developing proficiency in Russian as a second/foreign language and in global languages such as English.
Accordingly, bi-/multilingual education is increasingly recognized as having enormous potential as a means to achieving this balance in Central Asia.
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Accordingly, bi-/multilingual education is increasingly recognized as having enormous potential as a means to achieving this balance in Central Asia.
Accordingly, bi-/multilingual education is increasingly recognized as having enormous potential as a means to achieving this balance in Central Asia.