Implementation of English-Medium Education Reform in Kazakhstan: A Comparative Case Study of Teacher Perspectives in International and Public Secondary Schools

Abstract

This study explores the implementation of English-Medium Education (EME) reform in Kazakhstan’s secondary schools, focusing on teachers’ perspectives on policy interpretation, practice challenges, and support needs. Using a qualitative comparative case-study design with semi-structured interviews as the core research method, 12 teachers from two contrasting schools (an elite international school and a mainstream public school) in Almaty were interviewed. Data analysis revealed three key findings: (1) Teachers in international schools interpret EME as a “global integration tool” aligned with international curricula, while public school teachers view it as a “pragmatic requirement” and adapt via code-switching and material translation; (2) Public school teachers face systemic barriers including limited English proficiency, inadequate CLIL training, and scarce English-language materials, whereas international school teachers encounter minor cultural adaptation challenges; (3) Both groups need context-specific professional support, with public school teachers prioritizing basic language training and resources, and international school teachers seeking cross-cultural teaching guidance. This study concludes that EME reform in Kazakhstan is unevenly implemented partly due to resource and training inequalities. To promote greater equity, policymakers may consider targeted funding for public schools and differentiated professional development programs. The research contributes to understanding teacher experiences in multilingual education reform and offers practical insights for EME policy refinement.