1. Experience of implementing multilingual education in schools with ethnic languages of instruction (the case of Yu.Saremi school-lyceum #107, Shymkent
Nuraliev, Bakhadyr Usmanaliyevich, principal, Yu.Saremi school-lyceum #107 директор школы-лицея №107, Shymkent, Kazakhstan

2. #107 school-lyceum is one of the first schools with the ethnic language of instruction in the country. Started an experiment in the development and implementation of the adapted model of multilingual education in 2004/5. As a model of multilingual and bilingual school education with Uzbek language of education, leading European models in multilingual education as well as national experience were considered. Multilingual education was implemented as a pilot project of the OSCE High Commissioner on National Minorities, with the active participation of the South Kazakhstan regional institute for teacher continuing education.

3. During , organizational, methodological, experimental activities were conducted to implement pilot programs of multilingual education.
In , the school was a pilot school for the implementation of multilingual education within the OSCE project on “Promoting multilingual and multicultural education in South Kazakhstan”.
Multilingual education programs were implemented in 19 schools in South Kazakhstan region.

4. A range of organizational and pedagogical measures were completed to promote multilingual education:
a strategic development plan for was developed and implemented
12 directions for school modernization were developed
one of the priorities of school activities is multilingual education, which is reflected in research: “Social adaptation and integration of schoolchildren through developing functional literacy within multilingual and bilingual education”.
school coordination council on multilingual education was established which discusses current issues in multilingual education on a monthly basis.

5. A range of organizational and pedagogical measures were completed to promote multilingual education:
an interschool system of management of multilingual program implementation is arranged;
a methodical association of teachers is active (ongoing research-methodical seminar on multilingual education);
an internal school training has been organized for language teachers (150 hours) on communicative methods of teaching native and second language, which includes theoretical and practical classes;
a course on CLIL (150 hours) has been organized for subject teachers
complete monitoring of students’ language competences (grades 1-11) and all subject teachers was conducted in based on the European system of language proficiency assessment.

6. A range of organizational and pedagogical measures were completed to promote multilingual education:
the school is building close relationships with schools successful in implementing multilingual education programs (NIS; KTL in Shymkent; S.Seifullin school-gymnasium #20 школой – гиназией № 20 имени in Sayram region in South Kazakhstan (with Kazakh language of instruction); A.Pushkin school-gymnasium #1 in Shymkent (with Russian language of instruction); A.Rozybakiyev school-gymnasium #153 in Almaty (with Uighur language of instruction)

7. A range of organizational and pedagogical measures were completed to promote multilingual education:
The school has been implementing an innovative program “100 books” since 2015/2016, which is targeted at attracting children to reading books, forming reading culture, enriching children’s spiritual world, forming moral qualities, forming constant reading and self-development habits .
one of the priority directions for the school in terms of multilingual education is increasing student knowledge quality through developing parents’ functional literacy.
A “Parent university” was established in the school with over 1000 parents who meet quarterly.
in 2015/2016 the topics of these meetings were devoted to multilingual education.

8. Multilingual education support through implementing extracurricular activities:
- starting in primary school: competitions
- for grades 5-7: “Intellect” competition; for grades 8-10: intellectual debates, which are run in 4 languages. There are Kazakh, Russian, Uzbek and English teams
- summer language camps at school and school branches are organized; in grades 10-11: “Test expert” competition for successful UNT pass
All of these extracurricular activities are conducted during academic year.

9. A significant part in the efficiency of implementing trilingual education belongs to increasing teachers’ professional and language competences.
This is mostly achieved by the management of JSC “Orleu” and AOE “NIS” branches in South Kazakhstan.
42 teachers (22%) completed 3-month level courses on implementing new methods in teaching and learning.
There is creative workshop of those teachers who completed these training programs. Teaching and learning resources are developed there to implement CLIL in the classroom.
a training seminar on CLIL was conducted at our school on Noveber 1-4, This seminar was organized with the South Kazakhstan department of education and OSCE High Commissioner on National Minorities for the teachers of Uzbek and Tajik.

10. The results of trilingual education implementation can be seen through:
- growth in number of students: 1500 to 2300; - average UNT score in the last 5 years – over 100; - increase in the number of educational grant holders;
- progress in students’ language competences;
students’ academic performance in subjects delivered in Kazakh and Russian;
progress in students’ manners and psychological development;
rise of the school’s image;
The team is not limited in promoting trilingual education within the school only; we provide adequate teaching, organizational and advisory support to other schools with ethnic languages of instruction; we also work closely with the teachers in Shymkent, rural areas of South Kazakhstan and Almaty.

11. Our school hosted practical part of the following international, republican and regional conferences and seminars:
- Regional seminar-meeting “Innovational experience of the Yu.Saremi school-gymnasium #107 in multilingual education: opportunities to translate to other schools with ethnic languages of instruction” (Shymkent, June 24, 2014 );
- Regional research-to-practice conference “Multilingual education as an effective means of forming and developing students’ functional literacy” (Shymkent, April 29, 2015);
Republican research-to-practice conference “Teacher’s professional competence in forming students’ functional literacy in the context of multilingual education” (September 29-30, 2015).
Teachers and leading experts in education from Kyrgyzstan and Tajikistan participated in the conference. A program on sharing experience among schools was developed.

12. By the invitation of the Ministry of Education and Science of Kyrgyzstan, a group of teachers from school-lyceum #107 were invited to deliver classes, master-classes and round tables for teachers on the methods of multilingual education for the students of schools in Osh and Jalalabad regions in Kyrgyzstan (September 14-19, 2015).
Articles in republican and local media are published about the experience of school-lyceum #107; research and other methodological papers are published in the journals in Kazakhstan, CIS countries and abroad.
In a conference, devoted to the 10th year anniversary of the Hauge recommendations regarding the education rights of national minorities (April 21, 2016), the report of the school-lyceum #107 director B. Nuraliyev about multilingual education experience was presented (“Language in the context of multilingual education” between identity and integration”).

13. We see perspectives of implementing multilingual education programs in schools through defining actions within the Roadmap for For our school, the goals are the following:
Amending and editing adapted model of trilingual education, its further development;
Developing monitoring and assessment system;
Teaching sciences in English in high school;
Adapting a set of organizational and pedagogical measures to develop teachers’ professional, language and communicative competences;
Growth in teachers’ excellence in implementing CLIL.

14. We are confident that new Roadmap will give a positive impulse to achieve even more ambitious goals in education, upbringing and development of the new generation of Kazakhstanis, who will be able to fulfill responsibilities to form competitive Kazakhstan, which will have a high position among leading countries. Multilingual education in school will fulfill the mission of educating patriots of our Nation with the united future.