Introducing Teaching English to Young (Preschool) Learners in Kazakhstan
Bibliographic record
Abstract
The modernization of education demands the implementation of a course of English in preschool institutions. The process of early English teaching demands theoretical justification and also working out of its educational and methodical maintenance. It is necessary to take into account Kazakhstan multilingualism, that is parallel studying of several languages functioning in a multiethnic educational space. The aim of the investigation was monitoring of English teaching quality and investigation problems at this level of education. In this article, the authors consider a question of the introduction of English teaching to young learners in the conditions of trilingual education. The questionnaire offered to respondents contained questions directed at studying of the process of introduction of teaching in English in preschool institutions. The analyses of the questionnaire data of teachers helped to elicit some problems. The most significant problem is the lack of qualified staff in preschool institutions. The article is based on the result of the interview held with English teachers of preschool institutions in the Karaganda region. As result, the conducted research contributed to the development of English teaching to preschool children. The analyses of the questionnaire allowed revealing the positive attitude of teachers towards the process of introduction of early English teaching in preschool institutions in the context of trilingual education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".