Planning and organizing internal trilingual education system in school © Almetov N.Sh., M. Auezov SKSU, Shymkent, Kazakhstan n_almetov@mail.ru

Significance of the theme The absence of internal trilingual education system may undermine the implementation process, making it less effective and even useless While implementing trilingual education, each school should plan and develop their own internal system of multilingual education.

Background Since the academic year 2005-2006, Usuf Saremi’s №107 school-lyceum has been implementing the program of trilingual education (Shymkent city) There is an internal system of multilingual education.

Internal system of multilingual education in Usuf Saremi’s №107 school-lyceum (Shymkent city) academic council on the coordination of multilingual and bilingual education in the school; regular research and practice seminars on the issues of multilingual education; short-term language development and professional development courses in native language and target language; internal group on the monitoring and the assessment of the effectiveness of multilingual education in the school; “Parent university” program in schools; working group of subject teachers and lead teachers, who implement the trilingual education;

information and resource supply service for multilingual education; Internal system of multilingual education in Usuf Saremi’s №107 school-lyceum (Shymkent city) information and resource supply service for multilingual education; psychological support service for multilingual education; the system of extracurricular and out-of-school activities to develop the language competence; the cooperation with partner schools that work on the implementation of trilingual education; the participation in international programs or projects to exchange the practice based teaching experience.

Academic council on coordinating multilingual and bilingual education in the school Coordinates the work of sub-units in the school, teachers, senior management team that work on the issues of trilingual education; Develops and approves the strategies and annual plans on the development and implementation of trilingual education; Discusses the procedure and the challenges in the development and implementation of trilingual education in the school; Accepts the reports of subject groups and the members of working groups; Assists in organizing the events to motivate the teachers, increase the parental involvement to promote multilingual education; Organizes and evaluates the results of the monitoring and the assessment of multilingual education. Is held once in a month. Managed by a research consultant.

Regular research and practice-based seminars on trilingual education The goal is to develop the professional competence and teaching methods of teachers who work with the program of trilingual education; We conduct regular seminars and trainings, coaching, talks and presentations on teaching-learning resources and didactic materials, demonstrative lessons. The seminars are led by the subject teachers who attended “Orleu” three-levels in service teacher training courses and the regional schools of OSCE High Commissioner on National Minorities Trilingual education SMART aims Bloom’s taxonomy Assessment criteria

Communicative approach in teaching; Short-term language development and professional development courses in native language and target language Subject teachers, who teach subjects in native language and target language (native/Uzbek, Kazakh, Russian and English) take overall 150 hours of language courses. Communicative approach in teaching; Teachers use innovative methods of teaching languages. The teachers increase the language competence level.

Short-term courses on the development of content-language competences of subject teachers Professional development courses on content-language integrated learning (CLIL) in the amount 150 hours Subject teachers (non-language subject teachers) learn the theory of CLIL and apply the method in practice

Internal group on the monitoring and the assessment of the effectiveness of multilingual education in the school We conduct the internal monitoring and the assessment of the effectiveness of multilingual education in the school Assessment criteria: The knowledge of native and target language/ languages; //listening, speaking, reading and writing. Common European Framework of Reference//. The knowledge of the subject content in the target language; Polycultural competence (well brought up and educated) of learners. Methods: formative assessment, conversation, summative assessment, socio-metric technique

“Parent university” program in schools Since the academic year 2012/2013 the school started working with the “parent university” program. Aim: the development of parents’ functional literacy, involving them in the process of upbringing and education of children in the school and the family. More than 1200 participants. More than 17 seminars – trainings on the issues of upbringing were conducted. The academic year 2015/2016 was devoted to the challenges of developing language and communicative competences. The parents became more supportive of novelties related to the implementation of trilingual education.

Working groups were formed and the teachers started working in teams. Working group of subject teachers and lead teachers, who implement the trilingual education Working groups were formed and the teachers started working in teams. The teams include subject-teachers, teachers of language subjects, lead teachers and school psychologists Subject-teachers approve the plan, form and the types of works related to the implementation of trilingual education..

Information and resource supply service for multilingual education We are strengthening the information and resource data base on trilingual education. We are working on the realization of the program «100 books». We are developing the “data base on teaching methods”, which is an e-resource of teaching and learning information on trilingual education We are about to launch the school website.

Psychological support service for multilingual education Providing the teachers with the necessary information about psychological development of children; Diagnosis of the impact of multilingual education on psychological well-being of children; Developing children’s interest and motivation to learn the languages and the subjects in the target language; Psychological support of children, teachers, parents, who face the challenges with the conditions of multilingual education conditions; Preventing the professional deformation of teachers; Participating in the monitoring of the results of multilingual education.

The system of extracurricular and out-of-school activities to develop the language competence We conduct the number of events to create the language environment, to develop language and communicative competences of children: Debate club(student debates in Kazakh, Uzbek, Russian and English languages). The contest on the knowledge of the language, subject; School Olympiads; Literature evenings; Organizing the conversations with native speakers in other schools of the city.

Nazarbayev Intellectual Schools; Kazakh – Turkish lyceums; The cooperation with partner schools that work on the implementation of trilingual education Nazarbayev Intellectual Schools; Kazakh – Turkish lyceums; The schools with Kazakh and Uighur medium of instructions (school-lyceum №89, Shymkent; A. Rosbakiyev school-gymnasium №153, Almaty).

The participation in international programs or projects to exchange the practice based teaching experience Since 2008 Usuf Saremi’s №107 school lyceum is a regular participant of regional schools on multilingual education organized by OSCE High Commissioner on National Minorities (Issyk-kul, 2008, 2013, 2015, 2016, Almaty 2014) With the invitation of the Ministry of Education of the Republic of Kyrgyzstan the teachers of school lyceum №107 visited the lessons, master-classes and had consultations with the teachers of schools in Osh and Jalal-Abad regions.

External cooperation of Usuf Saremi’s №107 school-lyceum (Shymkent city) Professional development of teachers in South Kazakhstan National Center of professional development “Orleu” Usuf Saremi’s №107 school-lyceum (Shymkent city) Central Kazakhstan Educational program of OSCE High Commissioner on National Minorities Южно-Казахстанский государственный университет, Кафедра «Общая педагогика и музыкальное образование» Mass media, parent university, Regional Uzbek drama theater, learning centers South Kazakhstan regions Assembly of peoples of Kazakhstan, Uzbek ethno cultural center Schools with Kazakh, Russian, Uighur languages of instruction: Nazarbayev Intellectual Schools, Kazakh-Turkish lyceums ОСШ №80 г.Шымкента, Школа-гимназия №153 им. А.Розыбакиева г.Алматы

Conclusion Internal system of multilingual education – it is a part of general school system that functions coherently and closely with other components of the school as a pedagogical system. Systematic approach to the implementation of trilingual education in schools is necessary and compulsory condition to promote and achieve the results.