Изучение английского языка в Казахстане
The Kazakhstan Ministry of Education would like to start teaching its primary school technical subjects (math, physics, biology, and computer science) in English, as is done many non-English speaking countries. To this end they have started an experimental program under which seventh and eighth grade classes, selected for English ability from experimental schools throughout Kazakhstan, are to be given these technical lessons only in English. I am participating in this program, teaching math in English to seventh and eighth graders. Last year I tried to teach a class of seventh graders, twenty-four students in all, math in English. The class was divided into two groups an advanced group and a slower one. The first half of the year I had five hours per group of English every week, and all their math instruction was in Kazakh. I used this time to catch them up on basic English skills (conditional statements, comparatives, critical math terminology, communicative confidence, etc.). In the second half of the year I had four hours of English per group per week, and I taught half of the six math hours to the combined class entirely in English. For the math classes I followed the Kazakh math curriculum, in coordination with the Kazakh-language teacher, translating exercises or axioms from the Kazakh textbook when necessary, but often making up my own activities and exercises. For the English curriculum, I was on my own. The level of math called for is rather high (the Kazakh math program is very ambitious) and the English level of my students was very low. All the textbooks I found that covered junior high math used junior high English, even ones from non-English speaking countries like Turkey. Although many of the math concepts could be explained in very simple English, no available textbook did so. So I decided to do it myself. After planning the terminology and grammar that would be essential, I began giving lessons to get the students English level up as quickly as possible. Because I used a computer for all my handouts, I was able to easily compile all the materials into a kind of textbook by the end of the year. The material in this textbook is designed to take a talented student with a low level of English up to communicative competency in junior high algebra and geometry within four months, and then builds on those skills in the context of the Kazakhstani math curriculum for the next four months. I am refining this textbook with a new class of seventh graders now, and am again compiling a version for the eight grade as I go along. The text includes not only a program of study, example texts, vocabulary, and tests, but also fun, communicative, student-centered games and activities. When I leave Kazakhstan, I will leave a copy of this book behind, and perhaps it will someday be used, in whole or part, as a basis for a wider program of math education in English. The advanced group is generally not only able to understand lectures, but themselves argue with each other for and against ideas in English. Some have said that they even understand the English lessons better than the Kazakh one, not because of English, but because I teach with student-centered teaching methods and fun activities. Although I still have to choose my words carefully and explain concepts several times, I can confidently say that I am able to teach the advanced group of my class math entirely in English. This in itself is more, I think, than anyone expected. What will come of the program in the future is less clear. It is unlikely that the school will be able to attract a teacher to replace me who is both competent in math and English. I have been teaching English math classes to willing adults for free at our local English resource center in hopes of attracting and preparing people, but whether or not anyone works out remains to be seen. In addition to teaching terminology and technical grammar, I am trying to show, by example, more engaging ways of approaching math than the standard Kazakhstani pages of rote application of formulas. At the very least, my textbook will be left behind when I go. Let me end with an anecdote. I used to sit in on the Kazakh language math classes to improve my Kazakh, observe local teaching methods, and help my students. As I was helping one of the slower students, I suspected they didn t understand what I was saying in English, so I switched into my half-baked Kazakh. The student looked at me, rolled his eyes, and answered my question in English. I never felt more like a success. Журнал "Жасstar", № 4 (6), декабрь 2005 г.
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