THE EFFECTIVENESS OF THE BILINGUAL METHOD IN TEACHING ENGLISH IN HIGHER EDUCATION IN KAZAKHSTAN

ABSTRACT

This study aims to determine the effectiveness of the bilingual method in teaching English at universities in Kazakhstan. Comparative and content analysis methods were applied to examine both theoretical and practical aspects of bilingual instruction. The research involved A1–A2 level students and analyzed the impact of the bilingual method on writing development, vocabulary enrichment, and grammatical accuracy. The findings revealed that the use of the native language enhances comprehension of English structures, reduces anxiety, and increases students’ confidence in completing writing tasks. The study concludes that bilingual instruction improves the effectiveness of English language teaching and contributes to the development of students’ academic competence.

АННОТАЦИЯ

Целью данного исследования является определение эффективности билингвального обучения при изучении английского языка в вузах Казахстана. В данной работе использованы методы сравнительного анализа и контент-анализа для изучения теоретических и практических аспектов применения билингвального подхода. Исследование было проведено среди студентов уровней А1-А2, в рамках которого анализировалось влияние билингвального обучения на развитие письменной речи, обогащение словарного запаса и формирование грамматической правильности. Результаты исследования показали, что использование родного языка способствует более глубокому пониманию английских структур, снижает тревожность и повышает уверенность студентов при выполнении письменных заданий. В заключении отмечается, что билингвальное обучение повышает эффективность преподавания английского языка в вузах и способствует формированию академических компетенций студентов.

Keywords: bilingual education, language proficiency, higher education institutions,  academic environment, bilingual instruction.

Ключевые слова: билингвальное образование, языковая компетенция, высшие учебные заведения, академическая среда, билингвальное обучение.

Introduction

In the modern world, where globalization and international communication are rapidly expanding, proficiency in English is not just an advantage but a necessity. Kazakhstan, as a multinational country with officially recognized bilingualism (Kazakh and Russian), actively implements a multilingual education policy in which English plays a key role. Government programs such as the «Trinity of Languages» aim to enhance the linguistic competence of citizens, which is particularly relevant for higher education. In this regard, the bilingual teaching method has become one of the priority strategies ensuring successful mastery of a foreign language [1, p. 15].

The bilingual method in English language instruction involves the use of two languages (the native language and the target language) in the educational process. This approach allows students not only to develop a deeper understanding of the language being studied but also to enhance their metalinguistic awareness, improving the quality of language acquisition [2, p. 8]. Within the context of higher education in Kazakhstan, the development of written competence in English is of particular importance, especially for beginner-level students (A1–A2) who are just starting to grasp the fundamentals of academic writing [3, p. 39].

Studies indicate that the application of the bilingual method contributes to effective grammar learning, vocabulary expansion, text structuring skills, and increased confidence in using English. Furthermore, bilingual instruction helps overcome language barriers, facilitates the transition from the native language to English, and aids in the comprehension of complex linguistic structures.

Despite the obvious advantages of the bilingual approach, its use in higher education in Kazakhstan faces a number of difficulties. Among them are the shortage of qualified teachers who are proficient in bilingual methods, the lack of uniform teaching standards, and differences in the language policies of universities. In this regard, it is important to conduct an in-depth analysis of the effectiveness of the bilingual method in teaching English and to determine its optimal implementation mechanisms in universities in Kazakhstan.

Literature review

Bilingual education is one of the key trends in modern language learning and is widely applied in countries with multilingual populations. In pedagogy, the bilingual method refers to the use of two languages in the educational process to achieve a high level of language proficiency among learners [6, p. 4]. According to research by Kunantayeva S. S., bilingual education not only develops linguistic skills but also enhances cognitive abilities, improves academic performance, and strengthens students’ critical thinking [4, p. 344].

In Kazakhstan, the bilingual approach plays a crucial role in implementing the state language policy. As noted by Smatayeva M. A., multilingual education is a strategic direction in the development of Kazakhstan’s educational system, facilitating the country’s integration into the global academic space [5, p. 50]. In this regard, the methodology of bilingual instruction in English language teaching at higher education institutions becomes increasingly significant.

Research by Zhou S. and Zhao S. indicates that modern technologies, such as machine translation and digital resources, play an essential role in supporting bilingual education. These tools provide students with additional language assistance and facilitate the process of learning English in higher education.

In Kazakhstan, bilingual education has already been introduced in several universities; however, its effectiveness in English language instruction requires further examination. Suleimenova A. Kh. and Lazarenko I. A. argue that bilingual education establishes a balance between native and foreign languages, helping students adapt more effectively to academic environments [3, p. 12]. At the same time, Klyukina K. A. points out that the absence of unified methodological standards and the variability of bilingual instruction across different institutions complicate its large-scale implementation [7]. Studies indicate that the bilingual method is particularly beneficial in the early stages of learning English (A1–A2 levels), as it allows students to use their native language to support comprehension of new linguistic structures. This approach facilitates a gradual transition from the native language to full immersion in English.

Writing proficiency is one of the most challenging aspects of foreign language acquisition. According to Akparova Zh., the bilingual method enables a smoother development of writing structures, as students can analyze textual constructions in both languages [8, p. 112]. This approach accounts for differences in grammatical systems and reduces cognitive load when composing texts in English. International studies also highlight the importance of the bilingual method in shaping academic writing competence. Yuvilda M. states that applying a bilingual approach increases students’ confidence in writing, as they can rely on their native language knowledge when forming English sentences .

Table 1 presents the key advantages of the bilingual method in developing students’ writing skills.

Table 1.

The Impact of the bilingual method on writing development

The findings confirm that the bilingual method is an effective tool for developing writing skills among A1–A2 level students in Kazakhstan’s higher education system.

Materials and methods

The following methods were used in the study:

Comparative method – comparison of various approaches to bilingual education, their effectiveness and applicability in the higher education system of Kazakhstan.

Content analysis – study of theoretical concepts of the bilingual method and their impact on the development of students' writing skills.

The analysis of the effectiveness of the bilingual method was carried out based on the following criteria:

Analysis of conducted studies confirms that the use of the bilingual method contributes to:

To analyze the impact of the bilingual method in higher education in greater detail, a systematization of its advantages and limitations is presented in Table 2.

Table 2.

Advantages and limitations of the bilingual method in teaching writing skills

To assess the impact of the bilingual method on the development of students' writing skills, a comparative analysis was conducted to evaluate its effectiveness in relation to traditional monolingual instruction. The main differences between these two approaches are presented in Table 3.

Table 3.

Differences between the bilingual and monolingual methods in teaching writing skills

Data analysis demonstrated that the bilingual method positively influences the formation of writing skills in A1–A2 level students. However, its implementation requires a well-structured methodological approach and consideration of individual linguistic characteristics of students.

Several universities in Kazakhstan have pioneered the adoption of bilingual education. Notable examples include:

Conclusion

Based on the conducted analysis, it can be concluded that the bilingual method is an effective approach for developing writing skills among students at the A1–A2 levels in higher education institutions in Kazakhstan. The findings confirm that bilingual education significantly enhances students' understanding of English grammar and structure, facilitates vocabulary acquisition, and reduces language anxiety, which in turn increases their confidence in academic writing.

A comparative evaluation of bilingual and monolingual instruction methods demonstrated that students exposed to bilingual education achieve better results in grammar proficiency, text structuring, and vocabulary retention. Furthermore, bilingual instruction promotes deeper cognitive engagement, allowing students to analyze linguistic patterns more effectively. The ability to reference native language structures while learning English aids in developing more complex and structured written communication.

However, despite the clear advantages of bilingual instruction, its successful implementation in Kazakhstan faces several challenges:

To address these challenges, the following recommendations are proposed:

Given Kazakhstan’s multilingual landscape, the bilingual method remains a promising pedagogical approach that can enhance students’ linguistic and cognitive development, ultimately preparing them for success in an increasingly globalized world.

References:

1. Zhou, S., Zhao, S., & Groves, M. (2022). Towards a digital bilingualism? Students’ use of machine translation in international higher education. Journal of English for Academic Purposes, 60, 101193. https://www.sciencedirect.com/science/article/pii/S1475158522001138
2. Nurseha, I., et al. (2025). Exploring bilingualism: Methods and practices in teaching English as a second language. Journal of Language Instruction and Applied Linguistics, 1(2), 30–37. http://ejournal.unkafa.ac.id/index.php/j-langua/article/view/1292
3. Suleimenova, A. Kh., & Lazarenko, I. A. (2017). Bilingual education as one of the trends in the linguistic development of modern Kazakhstan. Topical Issues of Humanities and Natural Sciences, 12(1).
4. Kunanbayeva, S. S. (2010). Theory and practice of modern foreign language education. Almaty: KazUIR & WL named after Ablai Khan.
5. Smatayeva, M. A. (2019). On bilingual education in educational institutions. In Proceedings of the International Scientific and Theoretical Conference “Seifullin Readings – 15: Youth, Science, Technologies – New Ideas and Prospects”(dedicated to the 125th anniversary of S. Seifullin) (Vol. II, Part 1, pp. 50–51). Nur-Sultan: KazATU Publishing House.
6. Yuvilda, M. (2022). Using bilingual teaching method to improve students’ English-speaking ability at the eleventh grade of Sint Gabriel Vocational High School Maumere in the academic year 2022/2023. Edunipa Journal, 3(3), 12–17. https://edunipa.nusanipa.ac.id/index.php/ednp/article/view/91
7. Klyukina, K. A. (2015). Bilingual education at present. Scientific Community of Students of the 21st Century: Humanities Sciences, 3(40). https://sibac.info/archive/guman/3(40).pdf
8. Akparova, Zh. (2021). The importance of digital competence in the teacher’s professional activity. Bulletin of Ablai Khan KazUIR and WL, Series Pedagogical Sciences, 4(63), 112.