Educación trilingüe en Kazajistán: un estudio cualitativo


Palabras clave:

Educación trilingüe, Investigación cualitativa, Política educativa, Opiniones de los profesores


Este estudio aborda las complejidades de implementar la educación trilingüe en Kazajstán. El trilingüismo ha ido ganando tanto adeptos como detractores entre profesores, estudiantes y padres. El objetivo principal de este artículo es analizar la opinión de seis docentes kazajos sobre la implementación de políticas trilingües en todo el país. Los participantes provienen de dos tipos diferentes de escuelas (es decir, NIS y escuelas secundarias generales) y las entrevistas se realizaron en línea. El análisis cualitativo de los datos adopta una perspectiva de teoría fundamentada para establecer las diferentes categorías, a través de las cuales realizamos el análisis de contenido. Los resultados muestran que los docentes piensan que la educación trilingüe es necesaria en Kazajstán. Sin embargo, se identifican inconvenientes específicos (p. ej., falta de personal docente calificado o nivel de competencia lingüística de los estudiantes). Nuestras conclusiones sugieren que la educación trilingüe es beneficiosa para el sistema kazajo, aunque las diferencias identificadas entre los NIS y las escuelas de educación secundaria general pueden poner en peligro una implementación exitosa.


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Biografía del autor/a

María Elena Gómez Parra, Universidad de Córdoba

Profesora Titular del Departamento de Filologías Inglesa y Alemana de la Universidad de Córdoba (España)

Ainur Abdiyeva, Universidad de Córdoba

Universidad de Cordoba (España). Estudiante del Máster Conjunto Erasmus Mundus 'Juego, Educación, Juguetes e Idiomas' (PETaL EMJMD)


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Cómo citar

Gómez Parra, M. E., & Abdiyeva, A. (2022). Educación trilingüe en Kazajistán: un estudio cualitativo. Revista De Humanidades, (45), 31–53. Recuperado a partir de