Multilingual Education

Multilingual Education as a way to solve linguistic exclusion in the education systems of Central Asian Countries Beatrice Schulter, CIMERA In the education systems of Central Asia classes are divided according to the linguistic and ethnic affiliation of the learners. This division leads to injustice in the professional opportunities of the learners and to a row of social problems. 1. Classes with various languages of instruction and the division of children according to their linguistic and ethnic affiliation According to the principle introduced during the Soviet Union there are classes with the titular language (i.e. Kyrgyz in Kyrgyzstan, Tajik in Tajikistan etc.) of instruction. Apart from that there are classes with Russian as language of instruction, as well as classes with languages of instruction of the minorities, living in these countries. This is above all Uzbek in the South of Kyrgyzstan and in various regions of Tajikistan. In which class a child will be educated, is determined by the parents. This situation came about because of the right of the parents to choose the language of instruction for their children. However there are specific differences in the need of various languages and in the quality of education in schools with various languages of instruction, which leads to a row of problems. Since the Kyrgyz language up to now is perceived as the "language of the Kyrgyz", Uzbek as the "language of the Uzbek" etc. classes with these languages of instruction are attended only by representatives of these ethnic groups. This means that representatives of various ethnic groups are educated separately with different curricula, although they live next to each other. In addition to that these various ways of education provide the children with unequal possibilities in life and creates a divided society with a high potential for conflict. Integration of various ethnic groups into a unified society is possible only through education in Russian classes, which... [continues]

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