INCLUSIVE FOREIGN LANGUAGE TEACHING IN MULTILINGUAL TECHNICAL UNIVERSITIES

Abstract

Kazakhstan's current language policy, based on the principle of trilingualism, requires new approaches to improving the quality of training for engineering students. In these conditions, the introduction of bilingual and inclusive practices becomes relevant, but their impact on the academic performance of future engineers has not been sufficiently studied. The study aimed to evaluate the effectiveness of the bilingual academic model (BAM) as a tool for developing foreign language competence and increasing the academic motivation of students at a technical university. The study involved 124 students of the Abylkas Saginov Karaganda Technical University (2023–2024). The Oxford Placement Test, statistical processing methods (t-test, ANOVA, χ²), as well as analysis of digital activity in Moodle and Microsoft Teams, were used. Qualitative data were obtained through semi-structured interviews, which were analysed using thematic coding. In the experimental group studying BAM, there was a significant increase in the proportion of students reaching level B2, from 12% to 29% (t-test, p < 0.05). The largest increase (17%) was observed among students who regularly worked on digital platforms (ANOVA, p < 0.01). Interviews showed that code-switching performed a cognitive function, facilitating the acquisition of engineering terminology. The study demonstrates the effectiveness of BAM as a model that integrates multilingualism, digitalisation, and inclusive practices in engineering education. In the future, its application could be expanded by combining it with CLIL and blended learning. However, the study has limitations: it covers only one university and does not consider the socio-economic background of the students. Further research should include broader contingent and long-term monitoring to confirm the sustainability of the identified effects.