Abstract:
In order to improve the language proficiency of students and hence their future employability, West
Kazakhstan Marat Ospanov State Medical University is developing bilingual programme. Implementing such
programme, however, requires much more than simply promoting a bilingual education policy in universities
or the goodwill of teachers interested in participating in them. Given the general language proficiency of
teachers and students, it is necessary to design programmes that have clear objectives and sensible timelines
that take into account the particular characteristics of each university. Moreover, it is essential that bilingual
programmes are well organised and use the appropriate resources and support measures (training in
methodology, linguistics, incentives, etc.). In this article, the basic methodological premises are reviewed that
should underpin educational proposals based on the learning of academic knowledge through a language other
than the students’ mother tongue. The key problems faced by university education authorities when designing
such programmes are analysed, and the structural, organisational and training measures that should be taken to
overcome such problems and thus ensure the effectiveness of bilingual programmes are examined.
Description:
In order to improve the language proficiency of students and hence their future employability, West
Kazakhstan Marat Ospanov State Medical University is developing bilingual programme. Implementing such
programme, however, requires much more than simply promoting a bilingual education policy in universities
or the goodwill of teachers interested in participating in them. Given the general language proficiency of
teachers and students, it is necessary to design programmes that have clear objectives and sensible timelines
that take into account the particular characteristics of each university. Moreover, it is essential that bilingual
programmes are well organised and use the appropriate resources and support measures (training in
methodology, linguistics, incentives, etc.). In this article, the basic methodological premises are reviewed that
should underpin educational proposals based on the learning of academic knowledge through a language other
than the students’ mother tongue. The key problems faced by university education authorities when designing
such programmes are analysed, and the structural, organisational and training measures that should be taken to
overcome such problems and thus ensure the effectiveness of bilingual programmes are examined.
