Kyrgyzstanis' Multilingual Social and Educational Beliefs and practices among Kyrgyz, English, Russian, Uzbek and other minority languages

• In Event: Multilingualism and Quality Education in Post-Soviet Spaces and the Diaspora

Proposal

This presentation discusses the dynamics of interaction and coexistence of major and minor languages in educational contexts of modern Kyrgyzstan. It is the home for the Kyrgyz, Uzbeks, Slavs, Dungan Chinese, Meskhetian Turkish, Uighurs, Koreans and other ethnic groups. The research will reveal the results of the focus group discussions among the local undergraduate students from minority communities about their educational experiences, attitudes, beliefs and practices of using their native languages as the inclusive (second language, additional language, language in contact) or exclusive languages (used only in the vernacular setting). Uzbek is the most spoken language in the southern provinces of Kyrgyzstan after Kyrgyz, so the research will focus on the Uzbek language ecology to discuss how educational policies remain loyal to diversity and coexistence of Uzbek and other languages. The study also highlights how major and minor languages interact with each other (code switching, bilingualism, code mixing) and their places, settings (school, curriculum, national admission test for universities) they are spoken in and how the languages are taught. Findings include that multilingualism and multilingual practices are not only sought for material benefits and used as communication strategies, but are increasingly seen by youth as an important component of their identity. The research will open chances for further debates on balancing Kyrgyzstan’s multiple domestic, second, and foreign languages in education while preserving the country’s non-dominant languages in the context of modern Kyrgyzstan.

Authors

• FERUZA SHERMATOVA, I. Arabaev Kyrgyz State University

• Maksat Totobaev, Osh State University

• Stephen A Bahry, OISE, University ofToronto