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Implementation of Multilingual Education for Sustainable Development in the Netherlands and Kazakhstan

Implementation of Multilingual Education for Sustainable Development in the Netherlands and Kazakhstan

Fatima Duisebayeva, Assel Imasheva
Copyright: © 2022 |Pages: 15
ISBN13: 9781668436905|ISBN10: 1668436906|EISBN13: 9781668436912
DOI: 10.4018/978-1-6684-3690-5.ch058
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MLA

Duisebayeva, Fatima, and Assel Imasheva. "Implementation of Multilingual Education for Sustainable Development in the Netherlands and Kazakhstan." Research Anthology on Bilingual and Multilingual Education, edited by Information Resources Management Association, IGI Global, 2022, pp. 1160-1174. https://doi.org/10.4018/978-1-6684-3690-5.ch058

APA

Duisebayeva, F. & Imasheva, A. (2022). Implementation of Multilingual Education for Sustainable Development in the Netherlands and Kazakhstan. In I. Management Association (Ed.), Research Anthology on Bilingual and Multilingual Education (pp. 1160-1174). IGI Global. https://doi.org/10.4018/978-1-6684-3690-5.ch058

Chicago

Duisebayeva, Fatima, and Assel Imasheva. "Implementation of Multilingual Education for Sustainable Development in the Netherlands and Kazakhstan." In Research Anthology on Bilingual and Multilingual Education, edited by Information Resources Management Association, 1160-1174. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3690-5.ch058

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Abstract

The chapter presents a comparative analysis of the implementation of multilingual/bilingual education in Kazakhstan and the Netherlands. The study explores the origin and role of multilingualism, for socio-economic development, relevant regional and international practices in multilingual education, the growth of trilingual instruction, English language training and the use of digital technologies (distant, e-learning programs) in the Eurasian region, Major common features and differences of implementing multilingual/bilingual teaching between the two case studies and the main findings from research trips are identified. A theoretical analysis of scholarly approaches, as well as practical and methodological implications, are made on the example of implementing multilingual instruction at the Kazakhstani agricultural higher educational institutions, particularly Kazakh National Agrarian University and Kazakh S. Seifullin Agritechnical University and Dutch counterparts - Wageningen University, and the Hague University of Applied Sciences.

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