Language policy of School-gymnasium №153 named after A. Rozybakiyev

Content

• Document Information – 3
• School-Gymnasium Language Policy in the Context of IB Programmes – 4–7

2.1 School Language Environment – 4

2.2 Language of Instruction and Languages of Study – 5

• Language Support – 5
• Development of Teachers’ Language Proficiency – 7
• Approval and Revision of the Language Policy – 7
• Resources – 7
• Bibliography – 8

1. General information

2. Language Policy of the School-Gymnasium in the Context of IB Programmes

2.1 School Language Environment

School-Gymnasium No. 153 named after A. Rozybakiev, implementing the International Baccalaureate (IB) programme, considers language as the foundation of learning and intercultural communication. Instruction is conducted in Uyghur, which is the mother tongue of the majority of students. We recognize the importance of multilingual education both for preserving cultural identity and for preparing students for life in a global society.

The school fosters a learning environment that supports the acquisition of multiple languages: the mother tongue (Uyghur), the state language (Kazakh), Russian, and English. This approach enhances students’ cognitive development, strengthens intercultural connections, and cultivates respect for diverse cultures.

2.2 Language of Instruction and Languages of Study

At our gymnasium, where the language of instruction is Uyghur, all teachers are regarded as language teachers, regardless of their subject area. The fact that Uyghur is also the mother tongue of most students contributes to deeper comprehension of learning materials and to the preservation of cultural identity.

From the very beginning of schooling, starting in Grade 1, students learn Kazakh as the state language, which is introduced as a second language. From Grade 2, students begin the study of Russian, and from Grade 3 — English. The introduction of Kazakh, Russian, and English is aligned with the State Compulsory Standard of Secondary Education (approved by Order of the Ministry of Education of the Republic of Kazakhstan No. 348 of 21.07.2022) and the Model Curricula (approved by Order No. 399 of 16.09.2022).

Beginning from the second year of the MYP, the approach to language learning shifts: instead of studying languages in isolation, greater emphasis is placed on integration across subject areas. The CLIL approach (Content and Language Integrated Learning) is applied, whereby language acquisition occurs through subject content (see Table 1).

In Grades 5–9, the gymnasium implements a step-by-step model of multilingual education aimed at developing functional literacy in several languages.

Table 1.

3. Language Support

Within a multilingual educational environment, the school provides comprehensive language support aimed at developing all forms of language skills and ensuring successful socialization of students. Support is implemented in the following areas:

1. Individualized Approach
   • Language proficiency diagnostics are conducted during the transition from Grade 4 to Grade 5, as well as periodically throughout the academic year to assess progress.
   • Based on diagnostic results, students are flexibly grouped according to their language proficiency level (beginner, intermediate, advanced).
   • The curriculum and teaching methods are adapted to the language needs of each student, ensuring a supportive language environment and effective development.
2. Support for Students with Insufficient Language Preparation
   • Additional lessons are provided in the language of instruction (Uyghur), Kazakh, Russian, and English.
   • Use of visual and interactive resources, as well as collaborative learning methods.
3. Elective Courses
   • The curriculum includes elective and optional courses aimed at developing language and communication competences.
   • Courses are designed with consideration of students’ age and linguistic characteristics.
4. Integration of Language into Subject Learning (CLIL Approach)
   • In the teaching of subjects such as Chemistry, Biology, History of Kazakhstan, Mathematics, Physical Education, and Design, both the language of instruction and an additional language are actively used.
   • Teachers plan assignments with explicit language objectives, fostering the development of both subject-specific knowledge and language skills.
5. Development of Academic Language
   • Building skills for participating in academic discussions, delivering presentations, and writing essays.
   • Using structured formats for oral and written expression.
6. Parental Involvement
   • Providing consultations and recommendations for home language practices.
   • Organizing joint events that stimulate language development (e.g., literary evenings, reading contests, book-crossing activities, book trailers, debates).
7. Support from Teachers
   • Professional development of teachers in the areas of language support, multilingualism, and the application of CLIL.
   • Collaborative planning of assignments and projects with explicit consideration of language aspects.

Language levels indicated in the subject curriculum for Grades 5–9 are developed in accordance with the Common European Framework of Reference for Languages (CEFR).
 Table 2 presents the expected language proficiency levels upon completion of each academic year.

Table 3 shows the number of instructional hours

4. Professional Development of Teachers’ Language Proficiency

To ensure the successful implementation of the Language Policy, the school provides teachers with opportunities for professional development in the field of language education. Teachers regularly participate in training courses focused on language acquisition as well as on methodologies for teaching in multiple languages. This enables them to effectively support a multicultural and multilingual learning environment.

5. Approval and Review of the Language Policy

The Language Policy of School-Gymnasium No. 153 named after A. Rozybakiev is approved by the school principal’s order following discussions with the teaching staff and the Board of Trustees.

The Policy is subject to review at least once every three years, or in the event of changes in:

• the regulatory and legal framework of the Republic of Kazakhstan;
• the requirements of the International Baccalaureate (IB);
• the structure of the curriculum or the linguistic composition of students.

Those responsible for reviewing the document include the IB programme coordinator, the deputy principal for academic affairs, and the Language Teachers’ Methodological Association.

The Language Policy is a working document aligned with other school policies: the Academic Integrity Policy, the Special Educational Needs Policy, and the Assessment Policy. These policies are reviewed annually in August, when new guidelines and requirements are issued by the Ministry of Education of the Republic of Kazakhstan and the IB. This process includes reflection on the effectiveness of the Policy and review of staff responsibilities. The Policy is shared with the school community and made available in the school’s information centre (library).

6. Resources

To support the implementation of the Language Policy, the school has developed specific resources: libraries, multimedia and online materials, as well as access to curricula and methodological guidelines on language teaching.

7. Bibliography

1. State Compulsory Standard of Secondary Education (SCSE), approved by the Ministry of Education of the Republic of Kazakhstan, Order No. 348, dated 21.07.2022.
2. Model Curricula, approved by the Ministry of Education of the Republic of Kazakhstan, Order No. 399, dated 16.09.2022.
3. A. Stoyanova, M. Glushkova. Guidelines for the Design and Implementation of Multilingual Programmes. OSCE HCNM, 2016.
4. From principles into practice, 2014