1. к.ф.н., доцент Бактыбаева А.Т.
The policy of trilingual education in S. D. Asfendiyarov KazNMU: status and prospects of this issue
к.ф.н., доцент Бактыбаева А.Т.

2. «… for the modern Kazakhstani citizen the proficiency in three languages ​​is a prerequisite of their own well-being" - said President of the country Nursultan Nazarbayev. Kazakh - state language. English – the language of integration in the international space. Russian is the language of international communication.

3. The priority of S.D. Asfendiyarov KazNMU is language training

4. The trilingual education program in KazNMU promotes the development and the improvement of key competencies of graduates and teachers as part of medical education models of KazNMU.

5. The principles of the program of trilingual education
The principle of continuity in the development and assessment of linguistic competence of students is a complex ongoing formation of their language competence by means of disciplines that complement and develop goals to each other on different courses training.
of trilingual education
The principle of "from simple to complex" - the formation of linguistic competence from the 1st year (beginning), followed by advanced programs during senior courses of university.
in KazNMU
Systematic principle stresses the importance of regular monitoring of the formation of the language competence of students and teachers.

6. The modern model of multilingual education includes:
 regulatory and legal direction that contains: Concept of multilingual education development in the Republic of Kazakhstan; The main directions of the trilingual education program development for in KazNMU.
The purpose of these documents is to develop a strategy and tactics to realize the ideas of multilingualism within the new paradigm of education, which can be implemented in the course of the following tasks:
- analysis of the conditions and opportunities of the modern education system for the implementation of the ideas on the trinity of languages;
- determination of priority directions on the development of trilingual education.

7. Theoretical and methodological direction is to conduct educational, sociolinguistic, linguo-didactic research to the scientific analysis of the language situation, the development of evidence-based recommendations on the formation of Multilingual personality. For this purpose, in the academic year we created the Educational Department of the professional development of languages ​​(now the Department of language disciplines) and we continuously update database system and electronic resources (e-books, manuals) within the framework of multilingual education.

8. As a Result of the analysis the following was determined: English is taught as a part of State educational standard on 1st and 2nd courses (6 credits). Training on the primary language (Kazakh or Russian) - 80%. Kazakh or Russian as a second language - 20% (an introduction to the specialty). According to the analysis the average score of the students with training in English language is higher than in the groups with training in state and Russian languages.

9. Comparative analysis of the students’ achievement results with Kazakh, Russian and English language medium of instruction per courses (year)

10. Analysis of the quality of foreign students training by the achievement results in the academic year
Foundations of psychology
Foundations of chemistry
Introduction to the clinic
Medical biophysics
Foundations of Law
Molecular biology
Religious studies
Russian language
Latin language
IT technologies
Anatomy – 1
Valeology
Chemistry
Ecology

11. According to the scientific and educational-methodical and educational-organizational criteria should be noted that multilingual education in KazNMU includes basic building blocks: - participation in "Winter Schools"; - attending English language courses in S.D.Asfendiyarov KazNMU and other educational institutions to improve the language; - development of teaching and learning resources. .

12. This support is provided by didactic means (EMCD) containing: curricula, textbooks, manuals, anthologies, trilingual terminological glossaries, dictionaries and workbooks in the disciplines, as well as multimedia resources (the World Wide Web Internet, satellite television, digital libraries) and etc. At the moment, in all chairs EMCD is revised by taking into account the basic provisions of the trilingual education development program (policy discipline, evaluation criteria of communicative competence, issues for analysis in English and a second language, a list of the SSW to perform in English and a second language). 50% of the glossaries were created for practical training in three languages.

13. Supply with literature resources
Average supply of students with literature at S.D.Asfendiyarov KazNMU
Supply with literature resources
Total number of books -1 
English language
Kazakh language
Russian language
Total supply - 154
Supply in English language- 42
Supply in Kazakh language- 149
Supply in Russian language- 259

14. Comparative analysis of students’ achievement results with Kazakh, English and Russian medium of instructions per courses (year) in S.D. Asfendiyarov KazNMU
Course (year)
Number of learners
Average score in the group with English medium of instruction
Average score in the group with Kazakh medium of instruction
Average score in the group with Russian medium of instruction I
813
3,27
3,07
2,9 II
935
3,0
2,93
III
852
2,44
2,6 IV
770
3,70
3,32
3,4

15. Comparative analysis show the achievement results of students with Kazakh, Russian and English medium of instructions per ​​courses (year) in S.D. Asfendiyarov KazNMU. According to the analysis the average score of the students with English language medium of instruction is higher than in the groups with Kazakh and Russian medium of instructions. This is because the level of knowledge of students in groups with English language medium of instruction is higher than in the groups with Kazakh and Russian languages of instruction.
the analysis of the situation across the faculties show that students’ achievement (with Kazakh, Russian, English language of instruction) of the faculty of "general medicine" is higher than the students’ achievement in the Faculties of “dentistry", "public health“ and "Pharmacy". At the faculty of "General Medicine" the average academic achievement is %. At the Faculty of "Stomatology" it is 83.2%.

16. Students think that three language skills improve through the use of sufficient trilingual literature at KazNMU (40.3%);
visiting the university library - 19%;
professional language development of teachers, including English language training - 5.6%;
increase in teaching hours of Kazakh and Russian languages ​​-1.3%;
participation in international student conferences

17. The number of students-participants of the international scientific-practical conferences.
There is increase in the number of participants who attend the conferences in the CIS countries, although there is still a shortage of awards from national and international olympiads.
Academic year
Neighboring CIS countries
Non-CIS countries 6 3 12 4

18. The results of the monitoring show the following disadvantages: 1
The results of the monitoring show the following disadvantages: 1. The absence of the monitoring system of the effectiveness of visiting professors’ courses. 2. Students in the groups with Kazakh language medium of instruction have low level of Russian language, whereas the students in the groups with Russian medium of instruction have low level of Kazakh language 3. The shortage of English-Kazakh and Kazakh-English handbooks, textbooks for the students of senior courses.

19. To use actively the innovative teaching methods in three languages.
How to overcome:
To use actively the innovative teaching methods in three languages.
To increase the number of electronic resources in three languages.
To organize the professional development of the staff (reducing the workload, bonus for teaching in three languages).

20. Thank you for the attention !