Medium of instruction and educational equity: Implications for multilingual policy

2. Medium of instruction and educational equity: Implications for multilingual policy Juldyz Smagulova (with Elise Ahn and Aliya Zhakupova) Astana, November 23-24, 2016

3. Aim To observe and analyze emergent patterns of education inequity by focusing on the nature of structural, social and cultural barriers to educational access. Question: What is the relationship between language of instruction and students’ literacy practices and literacy skills?

4. Theoretical assumptions • Underpinning this project was the assumption that language is a pre-condition to educational equity. • By examining how languages are distributed in society is a key to understanding issues of access and provide insight into the ramifications of real-world policy decisions. • Equity in this paper is defined as the practices, systems and environment promoting students’ equal opportunities and equal access to educational resources. • Literacy is not just knowing how to read and write, but also to be able to apply this in specific contexts (Scribner and Cole, 1981) • Literacy is a social practice (Street, 2003) • Literacy is contextualized and embedded in social relations of power and equity

5. Data I. Data collection instruments: Survey, field notes, and documents Languages: Russian and Kazakh Site: 29 public secondary schools Participants: 2954 students (9-11th grades) Period: Spring 2014 II. Data collection instrument: Literacy test Languages: Russian and Kazakh Site: 10 randomly public secondary schools Participants: 241 students (4th grade) Period: Spring 2015

6. Context • 1,67 mln residents • Educational, cultural, and financial center • In 2014, Kazakhs – 53%, Russians – 33%, Others – 14% • Languages – Kazakh, Russian, others

7. Survey Tool

8. UNT Plans by MOI

9. University Choices by MOI

10. Self-Reported Proficiency in the MOI

11. Educational and reading practices • Twice as many students from the Russian-medium schools attend tutorials and twice as less say they prepare specifically to UNT. • Many Russian-speaking students start additional tutoring in secondary school and their parents spend more money on extra-curricular activities. • Kazakh-speaking students tend to start extra-curricular activities later, in high school, and 20% of respondents reported attend UNT preparation courses that focused on teaching to test. • Children from Russian-speaking schools report that they have bigger home libraries and read more books for pleasure.

12. Questionnaire and Literacy Test • Background questionnaire • Literacy test - four parts • Two texts: fiction and non-fiction • Non-fiction text from Grade 4 science textbook (Дүниетану and Познание мира,Алматыкітаб,2015) • Fiction: a translated story from English • Literacy tasks include: • expressing and justifying an opinion • reading comprehension • retrieving an explicitly stated information • making straightforward inferences • demonstrating functional literacy • demonstrating logical reasoning in argumentation

13. Results • There are more students in Russian-medium school who use MOI at home • Bilingualismin Kazakh and Russian is higher in Kazakh-medium schools • More than third of students from Russian-medium schools have access to other languages Table 1. Home language, %

14. Results • Majority of students from Russian-medium schools read in Russian outside of school • Students in Russian-medium schools are more likely to come from more economically advantageous households

15. Results • On average students from Kazakh-medium schools spent 25% more time on the test than their peers from Russian-language schools • Students from Kazakh-medium schools performed worse in all parts of the test Table 6. Reading comprehension, % of correct answers

16. Results Table 7. Functional literacy, % of correct answers Table 8. Inference, % of correct answers

17. Results Table 9. Expressing opinion, % of responses

18. Findings Literacy gap due to: • Socio-economic factors and cultural capital (e.g., home literacy practices) • Insufficient language proficiency in MOI

19. Conclusion • Asanova (2007 contends that in Kazakhstan “education policy makers tend to view the reasons of the achievement gaps as residing with schools, rather than occurring due to structural inequalities, including inequalities in learning opportunities for privileged and disadvantaged students” (p. 82). • Our data hints at systematic imbalance in educational opportunities, particularly access to literacy resources and opportunities to acquire literacy skills, between students of Kazakh and Russian-medium schools.

20. Recommendations • Reevaluate current literacy curriculum and intended learning outcomes. • Prepare literacy specialists and provide teacher training in literacy. • Consider mother-tongue education or support program for L2 learners. • Develop support programs for children from socially disadvantageous groups. • Start literacy campaign and parent education.

21. Sources • Asanova, J. (2007). Seeing near and far: Balancing stakeholder needs and rights in Kazakhstan’s educational reform. Canadian and International Education 36 (2), Article 6. Available: http://ir.lib.uwo.ca/cie-eci/vol36/iss2/6 • Hull G., Hernandez G. Literacy. In The Handbook of Educational Linguistics. Oxford: Willey-Blackwell, 2010. • OECD (2014). Reviews of national policies for education: Secondary education in Kazakhstan [Обзор национальной образовательной политики: Среднее образование в Казахстане]. http://ncepa.kz/upload/iblock/f8f/reviews-of-national- policies-for-education_rus_iac2014.pdf • Street, B. (2003).What’s “new” in New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education,5(2), 77-91.