All posts by assema001

How to cope with deadlines when you should focus on your thesis?


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The major deadlines for the thesis are coming and most of us are challenging to accomplish multiple tasks at the same time. Personally, I also have some issues since I have children and can not run away from my responsibilities. I have noticed that my groupmates are tired, some of them have the problems with procrastination, some are nervous and all of us are waiting for the Viva Voce and the thesis submission. However,  even though it is a very busy time we should be “kind to our mind” (as written in the Sky Walk)  and have a good rest, go out and walk, do sport, speak with friends and family but keep focused. It is realistic if you have a clear plan and to do list. Frankly saying, sometimes I can not follow my plan but it is not the reason to blame myself. I make adjustments and if I am incapable to accomplish the task in time I ask the course instructor or the supervisor to extend the deadline. Fortunately, our Professors are very kind and student-centered, they always support us. Speaking of the courses and thesis,  I would like to share my overall reflection about the education in Master program at GSE.

In the second year of the Master program, we had two intensive sessions and seven compulsory courses. I started to nervous when I realized that I have less time for the independent work with a thesis. Currently, I came to the decision that every assignment and new knowledge gained is connected to thesis and today I can use the excerpts of writing assignments, major implications and broad outlook in my thesis (keep in mind the APA while doing so). For instance, I am planning to use the personal conceptual framework about the connection between the globalization and language which was the assignment for the course. Also, several courses discussed the individual approach, differentiation, and equity of learners in multilingual classrooms which is also necessary to state while discussing the problem statement of the thesis. Moreover, now while writing the reflection I am doing the step back and thinking about further directions and limitations of my study because it is also the process of analysis considering the contribution of courses and new insights they provide. The course English for the Thesis writing itself is planned to help students with concerns, challenges, and misconceptions since every two weeks we do self-revision, peer revision and reflect on our progress of writing a thesis. So the main idea of my blog is to say that when you do assignments for courses relate them to your study, keep your thesis in mind and vice versa keep new insights from the courses in mind while thesis writing, this is an interconnected process.  Then you will not nervous about the deadlines because you won’t forget your thesis it progresses with you.

Overall, the learning experience at NUGSE is always insightful, engaging, sometimes challenging and the process which changes your mind. I would like to thank all professors, course instructors, TAs, my groupmates for their contribution to new me. I never had so many influential people in my life. I hope to reflect the baggage of knowledge which I gained in my future directions and realize my dreams with the intellectual empowerment obtained at NUGSE.

“You know nothing John Snow” or how to know when and what to do


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Thesis writing is the culmination of two years education experience at Nazarbayev University GSE. I feel like I am a trunk for the treasure that accumulates knowledge then dazzles the finder with gold ideas given by Professors. However, it is not always possible to demonstrate outstanding knowledge and guarantee one hundred percent preparedness to share all golds that you have. The major problem is the lack of time or pure time management. I have read several blogposts about the time management as  “Either you run the day, or the day runs you”-Jim RohnElastic time: How to gain control over your free time? / Laura Vanderkam (Deconstruction) and incorporate authors’ ideas and recommendations. It is crucial to mention here that there is no one receipt for success and everyone has his own. In this blogpost I want to convince mother-researchers of GSE and share with my experience of being multitasking and productive.

I am a person who likes challenging himself and take the risks to complete impossible missions. But this time I took the chance of studying at GSE not as the game nor as the life circumstance, but mature decision to do the step forward to develop personal growth. Being a mother of two toddlers and woman in Kazakh family needs a cold mind, strong character, and absolute health. Yes, superwomen exist and to be so you should work hard and be aware that every day will bring new challenges.  I can say that I am in the process and still working on time management and health to make my days happy and productive.

The first thing which is very important in managing your time and your life is to know your philosophy of living and be skilled to set priorities. My month calendar looks crazy, but when my children need extra attention I slow down and postpone other plans because children are my first priority.  The same with the other fields of my life, but I need to mention that family’s support takes a huge role to achieve positive results.

The second is working on attitudes towards everything you do. It is subjective, but I can judge people by their doings. When I see that a woman bakes beautiful and delicious cakes I can say that she has a good potential to win the Olympic prize, to do successful business or to write a perfect Thesis, but it depends on her will. When a person aspires to do his activities accurately and be concentrated the product will be valuable. So, stay focused and concentrated while writing your thesis.

The last but not list important factor is love. It is trivially, but without loving yourself, your surrounding, your activities it is hard to accomplish plans and gain tremendous results. The thesis is also like your child, your life project that needs attention and positive feelings, therefore love your thesis with its theories, deadlines, and challenges and you will write it in one breath.

Overall, I didn’t want to do the shopping list but share my real reflections on planning and managing your time and your life.  I hope that this blogpost helps you to remind simple but important aspects for writing a successive thesis.


Globalization and language education


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How English became a global language? Which language is going to be next global language? How the dominance of language affect education? and other many thought-provoking questions were discussed in the “Globalization and language” course. The term globalization bothered me these two years since I frequently used phrases such as “in the globalized world”, “the global arena”, “in the globalization era”. I took the chance to understand and be aware of what the globalization means, identify its key features, define and apply its concepts and explore its relation to education. As our instructor said, “When you will go out from this room you will look at surrounding World through the global eye” (not word by word) (Sparks, 2017). I will be with you honest, I obtained the global look at what is going on all around the World and why the globalization is important not only for the countries but for individuals as well. Therefore this blog post reveals globalization from my perspectives.

In the discussion to follow, I will present my definition of globalization, drawing on the ideas of key authors writing on the topic. There is a significant consensus that globalization refers to the process of exchanging global ideas, recognizing and adsorbing other ideologies, perceptions, and beliefs addressing diversity in different domains of life (Block, 2010; Byram & Parmenter, 2012; Canagarajah, 2016). Examples of this include Block’s (2010) characteristics of globalization that it is the “ever-increasing interconnectedness of the world” (p. 300). In other words, globalization connects diverse people in the framework of similar policies in the economy, education and cultural relations for empowering the interconnectedness and interdependence. Although there are various interpretations of globalization, in this blog post, I am using the term to mean shifts in education policies that shape new ideologies.

Block (2010) describes globalization through Appadurai’s definition of “types of forces and flows” that calls 5-scapes (p. 291). They are ethnoscapes, technoscapes, financescapes, mediascapes, and ideoscapes which are ever-changing dimensions (Appadurai, 1990 as cited in Block, 2010). The author emphasizes the influences of migrants, asylum seekers, exiles, and tourists (ethnoscapes); fast intercultural communication through technology (technoscapes); financial and economic relations between countries (financescapes); TV, newspaper, magazines etc. (mediascapes) and flows of ideas about human rights, fear of terrorism, environmentalism etc. (ideoscapes) which build powerful “imagine ideologies” that depicts globalization. Block (2010) differentiates these dimensions and identifies that shifts of education policies refer to ideoscapes that conceptualizes particular domains in the education field.

My discussion will draw heavily on Byram and Parmenter’s (2012) understandings of globalization who emphasize how the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) became the global education policy which influences changes in other multicultural countries. They assert Dale’s (2007) theory that “initiative for change comes from outside the state, and that the scope includes not just policy goals but also processes”, saying that while launching policies countries consider experiences and practices of other countries and stipulate building new processes of other lifestyles (as cited in Byram & Parmenter, 2012).  Thus, CEFR as the global education policy used by different countries to increase social cohesion and self-awareness in relation to human linguistic rights.

Based on authors’ key features of globalization mentioned above I am building the conceptual definition of globalization which can be defined as the process of intercultural communication, interchanging practices, ideologies and beliefs that stimulates effects on economic, political, cultural and individual changes.   Although definitions of globalization extend to abstract influences of globalization in every demand I am focusing on the relation of globalization to language education.

This definition of globalization and its relationship with education will help me in my analysis as I try to understand and explain how globalization shape identities through education policies which might be borrowed from other countries. Also, it is important to understand how I can create my own conceptual framework and apply in the discussion.


Block, D. (2010). Globalization and language teaching. The handbook of language and globalization, 287-304.

Byram, M., & Parmenter, L. (Eds.). (2012). The Common European Framework of Reference: The globalisation of language education policy (23). Multilingual matters.


“I’m not the woman president of Harvard. I’m the president of Harvard.”


The Freakonomics Radio episode is the interview with the Harvard President Drew Gilpin FaustT. It is about her background information on her childhood memories, experience in studying at female educational institutions, experience as the scholar and the President of Harvard University and more interestingly, about her worldview based on life experience. Also the interviewer and the President Faust  discussed the endowment per student in Harvard and its distribution that could be intriguing for the audience.


Commencement at Harvard University; women wearing silk-screened feminist fist symbols. Photo credit: Harvard Libraries’ Research guides – Harvard University

The creators tried to inform the audience about the first woman Harvard President’s life, however they made links with the given information and persuaded to donate into  Freakonomics Radio. One of the creators  of the Freakonomics radio Stephen J. Dubner asked the interviewee many open-ended questions that revealed her to tell the life story. It seems to me that the interviewer had assumptions about President Faust’s feminist viewpoint, since he asked several questions about the effect of the all-female educational institutions. The next provocative moment of the interview is when Dubner found and read Faust’s letter when she was nine and said “You plainly had a very pronounced sense of segregation, be it male/female, black/white and so on”. However, Professor Faust spoke about hierarchical interaction with African-Americans and their influence on her, which triggered her to write about the Civil War. Aiming to continue the topic of feminism Dubner interested about the value of single-sex education and was satisfied to hear that this experience was quite critical for the President Faust. She found herself in life, observing different roles of women in the educational environment and could realize herself as a scholar.

As the listener I was influenced by the wordplay between the interlocutors. Their very professional and competent talk was concise and to the point. The interviewer’s purpose to get the story was achieved and the interviewee shared sincerely full information about her life. Although Dubner couldn’t realize Faust’s feministic attitude he could identify her self-analysis moments. I like the way how she thought about the token female appointment, saying that she was not a woman President of Harvard, but the President of Harvard and analyzed that her role sends a message and hope for other girls and women.  


It’s a pity that there are people who divide the world into two parts (woman and men). The sense of discrimination when one can not do something what others do make me feel  upset. Concerning my life, of course I also felt limitations of being a woman, especially in Kazakhstan. Parents in Kazakhstan treat girls differently comparing with boys, they say it’s a shame for girl to talk aloud, to fight and to argue. Later these women with the bouquet of complexes and understatements become insecure women who must raise self-confident children. What is it? The irony of life? It is unfair that women should earn the position when men are already counted. However, the situation is changing in positive way that women recognized as the human potential and play great role in the global arena. It is not the World of Men or Women anymore, it is the World of intelligent, diligent, creative people.

Overall, I would recommend my friends to listen this podcast and get the insightful inspirations.  I hope that nobody will ask a question “Who runs the World?” in the future. 

Freakonomics radio (2016) “The Harvard President Will See You Now”
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What is the role of research in my world?


Research is the engine of the human progress. People are naturally curious and tend to ask questions for discovering the world more deeply.  Without this interest people, wouldn’t fly into space, cure diseases or even know how to cook delicious food. Today people stepped far ahead in conducting the research and started to learn not only the surrounding world but themselves. We learn our behavior, attitudes, movements, the way of thinking, the language we and others speak and even try to create intellectual minds. Since people are diverse, everyone has the field of his/her interest. Mine is the technology and languages. Starting from the last year I dived into the world of the research and began consciously recognize the role of the research in my life.

One day I asked myself if I am intelligent enough and is there any limitations of my personal progress. These questions were born during the maternity leave when I felt as the hero from the movie “Groundhog Day”. In order to answer these questions, it was necessary to challenge me and try to compete with others. So, I have decided to enter one of the top universities in Kazakhstan – Nazarbayev University. Apparently, I wanted to get the positive answer and worked hard for getting the chance. And I got it! Here at Nazarbayev University Graduate School of Education, I am learning how people conduct the research, what they have already discovered and which questions not studied yet in the field of education. Returning to the matter of intelligence, I understood that to conduct the research I should develop my critical thinking and think out of the box. This ability affected not only the way of thinking but the way of living.

In this regard, Hunter, Laursen, and Seymour (2007) conducted the study on the development of students’ cognitive, personal and professional identities while doing the undergraduate research. The findings of the study discuss the students’ evaluation and showed the effectiveness of the research doing activities in their private life. The overwhelmingly positive results assert the truth of my theory that the role of the research in my life is important for my cognitive, personal and professional development. First, I started to be confident in my decisions because I used to evaluate the weak and the strong sides of every difficult situation in my life. Secondly, I started to ask open-minded questions when I want to understand one’s thoughts. The latter important skill that I acquired through doing the research is to think about the purpose of activities of my life. Of course, there are other weighty abilities as time management, higher order thinking and supporting my views by pieces of evidence, however, for now, I cannot say that I introduce them into my life yet.

Overall, without the experience at NUGSE I wouldn’t even think about all above-mentioned thoughts. And here I would like to thank my professors for facilitation and support, my fellow groupmates for applauding every time after my presentations and their ability to motivate me, and of course my husband for supporting my enthusiasm and faith!


Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science education91(1), 36-74.

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Hackschooling makes me happy (deconstruction)


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I was hooked by the presentation of 13 years old boy thinking as an adult but at the same time being curious as a child. The video is the TEDex talk presented by Logan LaPlante, a kid who created the Hackschooling approach. He talks about his homeschooling experience that is focused on main principles as to be healthy and happy. He makes the parallel between the word “Hack” and “innovate” or “ameliorate”. Hence, the hackschooling is making the learning process innovative, engaging, linked to reality and teach not to survive, but how to create own lives. Using his own life experience, he shows how this approach made him creative freethinker and raised his potential and intelligence.

His main claim is that schools do not teach how to be happy and healthy and it is separate from schools. He supports his claim by comparing the case if at schools it could be possible to learn and practice how to be happy and healthy. He emphasizes the practice as the key to succeeding in education. By doing so he elaborates main 8 things to practice: exercise, diet and nutrition, time in nature, contribution and service to others, relationships, recreation, relaxation and stress management, religious or spiritual involvement. Also, he proves his arguments by relying on real research made by Dr. Roger Walsh named “Therapeutic lifestyle changes” (TLC). His counterargument is that schools do not account these eight important factors as the priority. Therefore, proposes his own approach – Hackschooling.

I enjoyed listening to Logan LaPlante as in his 13 years old he brought his own idea to modernize educational system, he recognizes consciously what he wants from education and how he sees it. The most impressive moment for me is his metacognitive skill to make the step back and synthesize the information, experience or feeling. I agree with him saying that the education which is focused on teaching facts and general skills is in the past and now educators, reformers should perceive that education should reflect the reality.

However, he could provide with pieces of evidence about omissions of schools concerning negative effects on raising creativity or diminishing eight important features of successful teaching and learning approach.

Overall, I am glad that the issue of transformation of the educational system is raised by people with different backgrounds, age, location, and beliefs. It triggers me to predict the revolution in several years. I would be more than happy to be in the list of enthusiastic innovators with hackers’ mindset.


LaPlanta L., (2013). Hackschooling makes me happy, Retrieved from

Discourse analysis: Hochu seni polubit’


Today the code switching in Kazakh society is the most frequent issue.  Especially youth Kazakhs used to mix Kazakh and Russian languages, hence they have integrated linguistic repertoire. Contemporary authors in this field try to announce about this issue and create songs to show how it looks in an ironical way. In this post, we will make deep discourse analysis of the song “Hochu seni…polubit”.

The author of the song “Hochu seni…polubit” (I want to love you) is the Kazakh Poet Almas Temirbay. He writes about contemporary issues in the social life of Kazakhs, as the language code mixing habits, the appearance of Kazakh girls, the behavior of authority in Kazakhstan etc. The song became popular 3 years ago and its purpose was to show how Kazakh youth used to code-switch and mix Kazakh and Russian words in their speech. Usually, Kazakh people from urban area speak in Russian and while talking in Kazakh they add Russian words in their discourse. Particularly in this song, we can observe crossing and style shifting of two singers.

In the plot of the song the singer Eltay (mail) plays the role of the man from aul (Kazakh village), who fall in love with city girl – Bota (female). She is from Kokshetau, the northern part of Kazakhstan, where Kazakhs assimilated to Russian ethnic group because of the large Russian population. There are 16 features of crossing (red lines highlighted by yellow color) in Bota’s text. In the first sentence “Ғашық болып походи” where gashik bolyp (Kazakh word) means being in love and походи ( the Russian word) means go ahead or with the meaning you can do that she builds the sentence with two predicates in two languages by using Kazakh language grammar. It demonstrates that she is bilingual and used to speak in two languages simultaneously. At the same time, er manner of speech shows her origin and style to switch from one language to another.

The author of the song attempts to add as many examples of crossing as it is possible. Moreover, by words “Не по теме сөйлемеші” (Do not speak beyond the theme) he distinguishes the age (youth), auditorium and language style. Usually, only 17-30 years old people may talk with their friends in such way, in other situation it perceived roughly and disrespectfully.

Turning to Eltay’s text (black lines) we may analyze that he speaks in Kazakh from the beginning, but starts to switch to the Russian language after Bota’s words. For instance “Хочу сені, хочу полюбить” ( I want to love you) may give the contextual understanding of the meaning without the Kazakh word сені, but he purposefully mixes two languages.The reason is to show that he knows the Russian language as well and for making his speech modern or prestigious he uses style shifting. Selting (1983) defines style-shifting as the switching of one speech style with another in the same communicative situation by the same person (Selting, 1983). Also, the example as “Че там говорить” (There is nothing to say) shows the way to display his belonging to Bota’s age and socio-cultural population group. In the song, there are 8 tokens of style shifting (black lines highlighted in green and yellow colors).

I found this song as a demonstrative example of style shifting and code switching. However, the limitation of the in-depth analysis is the preparation of the text by the author with the specific aim. It would be better to analyze impromptu conversation in different contexts for determining other different reasons and situations of language variations.

Overall, looking at the issue from the sight of future scholars we can realize that social phenomenon to switch languages deserves further research. At the same time, we will through the light on the issue of using the Russian language in daily conversations is more frequent than using Kazakh, as I discussed in the post “Why don’t Kazakhs speak in Kazakh as the native language”.




Selting, M. (1983). Institutionelle kommunikation: Stilwechsel als mittel strategischer interaktion. Linguistische Berichte86, 29-48.

Temirbay, A. [Shaikenova B.]. (2013, July 13). “Hochu seni..polubit’” Retrieved from


What does it mean to teach in the 21st century?



In the century of new technologies and informatization, every individual has an opportunity to learn and explore the World by himself. Since most of the learners have an access to any information anytime and anywhere the teachers are not only recourses to gain new knowledge.  One can ask: “what could the teacher teach me if everything is on the Internet?” and his or her question is relevant today. The contemporary educational system requires changes in the content and methodology of pedagogy, also it is widely believed as a global issue in educational institutions. Aslan (2015)  explicates that nowadays teachers are facilitators who help to understand, analyze, synthesize and evaluate information, moreover trigger to make own decisions and find possible solutions. These are crucial skills in the 21st century to successfully conceptualize their knowledge in real life. In this post we will  determine the role of the teacher in the 21st century education.

I guess many of you saw the video of Richard Williams (2016) with inspirational monolog about the lack of changes in educational system and decrease of students’ potential through school programs. I am strongly agree with Williams in this case and claim that the form how educational system designed occurs to be old, moreover the content loses the link with reality. However, there are talented professionals who struggle with old model of teaching and make steps to ameliorate the education system for new global citizens. It is crucial to identify skills that those facilitators have.

Teacher of the 21st century is flexible, friendly, innovative, creative and has skills of the researcher. Students trust and respect the teacher who hears and supports the voices of his or her students, is open to communicate, differentiate students and more friendly than authoritative (Roffey & McCarthy, 2013). These characteristics relate to individual qualities than professional ones; however, the relationship between the student and the teacher one of the most important requirements of productive learning. Roffey and McCarthy (2013) in their study emphasize that the positive relationship affects on academic outcomes of students and they “ feel comfortable and safe in environments that are supportive and caring, and the importance of caring and enthusiastic teachers to make this happen” (p. 51). Thus, the student-centered learning based on positive relationship benefits in the academic outcomes.

In the era of innovations teachers underpin the significance of implementing new ways of delivering knowledge; therefore, they practice different approaches. One of the supporters of Innovative education projects is WISE Initiative by Qatar Foundations. With the help of this organization many creative educators could spread their ideas and implement new approaches successfully.  Little Ripples is one of the projects awarded by WISE in 2016. The aim of the project is to provide refugees with an access to education. But creators of the project do not support financially, they train mothers as teachers and introduce the skeleton of curriculum for early childhood development. Teachers in their turn use the skeleton and implement their activities which reflect their cultural values. The project doesn’t compromise qualified education, but gives the opportunity to rise the literacy of isolated refugees. In this example facilitators demonstrate sympathy, enthusiasm, collaboration skills and empower needy people with new approach to education delivering.

Also today it is necessary to be not only practitioners but researchers to discover needs of contemporary learners and design more productive processes of learning. Aslan (2013) in her study discovers that learning through teaching is beneficial approach “to gain many competences such as creativity, independence, self-confidence, self-efficacy, teamwork, communication, complex thinking, empathy, knowledge on searching and managing, research methodology, presentation and discussion skills, digital skills (using internet tools), punctuality, reliability, and patience” (p. 1142). In this approach learners teach the whole lesson or the part of the lesson on given topic. While the students take an active role, the teacher acts as an observer. With the help of accounting students’ abilities the teacher determines where and how to improve his or her teaching practice.

Now we see that today teachers’ ability to organize positive and engaging atmosphere of learning is valuable. So, what does it mean to teach in the 21st century? It means to motivate, to reveal, to trigger students explore the World by themselves, show how to synthesize challenging amount of information and master skills that are crucial in the 21st century, but not only lecture and force to memorize facts. What do you think?


Aslan, S. (2015). Is learning by teaching effective in gaining 21st century skills? The views of pre-service science teachers. Educational Sciences: Theory & Practice, 6, 1441-1457.

Roffey, S., & McCarthy, F. (2013). Circle Solutions, a philosophy and pedagogy for learning positive relationships: What promotes and inhibits sustainable outcomes?. International Journal of Emotional Education, 5(1), 36.

Williams, R. (2017). I just sued the school system. [online] Retrieved 16 April 2017 from:

Picture Retrieved 16 April 2017 from:

Multilingual and multicultural club

Being multilingual is the strong advantage for living in multicultural society. The individual with the baggage of linguistic knowledge is flexible and universal. While talking in diverse languages he/she gains more than just communication, but the deeper understanding and, in some cases, the sense of belonging to the number of cultures. This ability shapes personal characteristics and creates the global person, who thinks broadly and globally. Living in multicultural society everyone can be involved in interethnic communication, but to make it beneficial for learning, discovering, growing personally and enabling new horizons? The answer is “Multilingual and Multicultural club”. The platform for gathering different people with different backgrounds in one place, which is beneficial for every participant. Learning languages; exploring new cultural values, traditional food, lifestyle, the upbringing of children in multiethnic families, ethics in the international context are the directions for discussing in this club.


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Firstly, this idea came to my mind when I started to mention that my son tries to speak with English speaking children and he repeats English words after them. At the same time, those kids learn Russian from my son. Nobody planned this learning activity, it is the natural process of communication. This situation shows us that the purpose of the language is the communication and learning languages just for knowing is the deadlock. As Cenoz (2013) mentioned: “Multilingual speakers use the languages at their disposal as a resource in communication, and as their repertoire is wider, they usually have more resources available than monolingual speakers” (Cenoz, 2013, p. 11). In other words, language is the resource for exploring the world. Therefore, the existence of Multilingual and Multicultural club is the beneficial platform, which will create the atmosphere of effortless learning of languages and cultures.

What for do we need Multilingual and Multicultural clubs? In this case, Hummon indicates “community identity answers the question, “Who am I?”, but does so by countering “Where am I?” or, more fundamentally, “Where in the landscape of community forms do I belong?”” (Hummon, 1990, p. 143). Exploring others, we explore ourselves, we deeply analyze our beliefs, actions, acts and views. By doing so we learn how to respect others, be friendly, perceive community and educate next generation.

Do Multilingual and Multicultural clubs exist in other countries? They do! There are numerous of such clubs in every country. Mostly they promote their activities in social media. They are Multilingual club in JapanVancouverMalaysiaSpain, UAE ,USA , etc. Multilingualism and multiculturalism are supported everywhere all around the world. There is an information about the Multilingual club in Karaganda at the Karaganda State Medical University.

Nazarbayev University itself is the multilingual and multicultural community which may serve as the foundation for the Multicultural and Multilingual club, that’s why I am sharing my idea with you for espousing and empowering the project with new thoughts and support. Together we can amplify the club and develop the social project for preparing children and their families for trilingual education. Moreover, with the help of this club, we will demystify the advantages of multilingualism or plurilingualism in the multicultural society.

*For taking active participation in this project please contact*


Hummon, D. M. (1990). Commonplaces: Community ideology and identity in American culture. SUNY Press, p.143.

Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics33, 3. p.11.

photo credit: Kazhigalieva A. (2017) Mapping project on languages and cultures of Kazakhstan, Retrieved from:

Academic freedom: from higher professionalism to recklessness

On the Kazakhstan Educational Research Association (KERA) conference speakers of the panel discussion consider the thought-provoking theme “academic freedom”. One of the speakers expressed own opinion that “it is not possible to control the way how professors can use this unique right; they may promote the terrorism or the suicide”. In other words, professors with academic freedom right are people in a risk group for the students, the government, and the society because they are knowledgeable to defend their point of view and nobody knows what type of idea they have in mind. However, the question is how smart and professional professors can be confusing in this term and is there any example of such abuse.

Doughty (2010) explains that the concept “academic freedom” defines differently for people with different perspectives as it relates to “democracy”, “equity” and “justice”. However, attempts to clarify that “Classically stated, academic freedom includes the right or teachers and students to pursue the truth without interference from illicit ideological influence by church and state. In practice, even this minimal definition is more complicated than it seems.” (Doughty, 2011). In this way, academic freedom is the right to explore and discover things that are limited to study by the state or other stakeholders.  At the same time, it turns out that the institutions do not support academic freedom in order to preserve their status, networks, and financial support. In other situations, it looks like institutions trust to their professors.

Dr. Rabab Abdullahi

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There is an egregious example of using academic freedom as a way to promote terrorism. Rabab Abdulhadi is an associate professor of Ethnic Studies and Race and Resistance Studies at San Francisco State University (SFSU) (Canary Mission, 2017).  Dr. Rabab Abdulhadi became popular as a mentor and sponsor of students who are related with terror. Her student Mohammad Hamad identified by FBI as a terrorist because he posted his picture holding knife and expressed his desire to kill people, especially Jews soldiers. He is from Palestine and he wanted to protect his homeland from colonizers. San Francisco State University (SFSU) sent his down and didn’t give an official explanation of doing so (AMCHA, 2014). Today there is no information about Mohammad Hamad.


Mohammad Hamad


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SFSU supports academic freedom and has the Academic freedom committee, which uses the Principles on Academic Freedom and Tenure described by the American Association of University Professors. It says “Teachers are entitled to full freedom in research and in the publication of the results, subject to the adequate performance of their other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution.” (AAUP, 1940). Dr. Rabab Abdulhadi guided by these principles promoted terrorism to her students and her speech was recorded and published in the Internet. AMCHA initiative, which is the “non-profit organization dedicated to investigating, documenting, educating about, and combating antisemitism at institutions of higher education in America” (AMCHA, 2014). They presented examples of promoting terrorism by Dr. Rabab Abdulhadi and sent a letter to the President of SFSU on the fear about Jewish students in SFSU.

Before scrutinizing information about Dr. Rabab Abdulhadi there weren’t any thoughts that academic freedom may be the serious problem, which provides with dangerous consequences. The World is not the same as it was before!   Will you support academic freedom at your University?


AAUP. (1940). 1940 Statement of Principles on Academic Freedom and Tenure. Retrieved      February 18, 2017, from:

AMCHA. (2014). Four Jewish groups to Pres Wong: SFSU prof promoting terrorism; investigate. Retrieved February 18, 2017, from:

Canary Mission. (2017). Rabab Abdulhadi. Retrieved February 18, 2017, from

Doughty, H. A. (2010). Academic Freedom Revisited. College Quarterly13(1), n1.