Implementing CEFR into Kazakh language education: Teachers’ perspectives and classroom practices

Abstract

The study aims to evaluate the implementation of CEFR-aligned teaching materials in Kazakh language education, focusing on Kazakhstan's unique educational context. The research seeks to understand teachers' perspectives and assess the effectiveness of these materials, contributing to the ongoing language education reforms in the country. This study addresses the need for insights into how CEFR-aligned materials are integrated and their impact on teaching and learning outcomes. A mixed-methods research design was employed, incorporating both quantitative and qualitative approaches. The study surveyed 65 Kazakh language teachers from various public and private schools. Quantitative data were gathered to measure the effectiveness of CEFR implementation, while qualitative data offered more profound insights into teachers' experiences, highlighting challenges and successes encountered in the process. The findings show that while CEFR-aligned teaching materials have significantly improved Kazakh language education, areas that require further enhancement. Teachers reported positive outcomes and notable challenges in adapting the materials to Kazakhstan's multilingual and cultural context. The study concludes that while integrating CEFR-aligned materials has succeeded in many aspects, targeted improvements are necessary to fully realize their potential. The insights from this research provide valuable recommendations for future developments and offer a guide for other non-European countries looking to implement CEFR-aligned educational resources.