All posts by gulnarbakytzhanova

Tips for emerging reserchers

Currently, being a 2-year master student in Multilingual Education, I am conducting my thesis research. At first sight, researching might be seen as a tedious way which demands very hard work. However, this process can be enjoyable at the same time since you feel the improvement of your researching skills, and you can anticipate the possible contribution of your study to the field. In this blog post I would like to share some useful tips on writing an educational research, hoping that it will be helpful for MA1 students who are going to conduct one next year for the first time.

  1. It is crucial to choose a topic which you are truly interested in. You should be passionate about your theme; otherwise, probably, it will be really boring. Once you become clearly with the topic, start identifying the problem, developing your research purpose and questions. The important thing to remember: research topic, its problem, purpose and questions have to be in alignment with each other. Also, before starting to write your thesis, become familiar with its general structure. In other words, try to understand what you are anticipated to write in each chapter of the thesis. Usual structure of a Master’s thesis is as follows: Introduction, Problem Statement, Research purpose and Questions, Literature Review, Methodology, Findings, Discussion, and Conclusion.
  2. Remember about timeline. Do not procrastinate. If you leave everything till the last moment, of course, it will not be enjoyable, and you might worry about the quality of your study. My answer for the question “When should I start writing the thesis?” is “as earlier as possible”. By starting to write earlier you have more changes to produce a good “fresh” data rather than spending a lot of time on remembering details for presenting. Furthermore, if you start in advance you will have opportunity for improving the thesis till the submission time.
  3. Know your position in the research. Listen to the feedback from your supervisor, other instructors, and peer-reviewers. Learn to react both to a positive and negative comments adequately. Revise commented pieces of writing, and decide whether you should change something or leave the same, but you have to be able to justify the reason for your decision. You should become the main expert of your research by its submission.

These are only the basic tips. They may seem to be obvious, however, based on my own and peers’ experiences, I think they deserve to be published here. Hopefully, these tips will be useful for emerging researchers. Good luck!

Top 5 Tips for Effective Presentation

The ability of making an educational presentation is one of the skills which I acquired during getting my master degree at NUGSE. An educational presentation is one type of public speech organized to share a presenter’s knowledge or experience. As a 2-year student of master program I had invaluable chance of both presenting and watching educational presentations. So, based on my personal experience, I have thought of a list of top 5 tips which might be helpful for starting out presenters to make their presentations effective.

  1. Know the content of your presentation

Preparing your presentation, make sure you know what you are going to talk about and always keep in mind the purpose of your presentation. If you do not understand the content, it is difficult (almost impossible) to deliver it to your audience. Ask yourself some questions which might come from your audience: if you can answer them, probably, you know the presenting material; if not, do further reading to perfectly master the topic.

  1. Engage with your audience

Especially for starting out presenters, it is difficult to connect with the audience because of their nervousness. Remember there is no need to panic when you know the topic. Show that you are enthusiastic to share what you know with your audience. Try to have a hook to get the attention of the public from the beginning, and react to the public’s response. Never read from the slides since it leaves the impression you are not interested in the presenting material so you might lose the connection with the public.

  1. Make your slides simple

Do not write big texts in your slides. While preparing a slide, ask the question “what is the main information for my audience in this slide?”. Write some bullet points or use helpful images (when appropriate) to answer the question so you can briefly talk about each.

  1. Control your voice

Of course, you have got your slides or other visual aids to make an effective presentation. However, your voice is equally important to grab your audience’s attention and to deliver the core material to the public. Pay attention to your speed, intonation, and tone.

  1. Smile and keep eye contact

It might sound easy; however, in practice starting out presenters perceive it as an obstacle. Smiling and making eye contact diminish the feeling of nervousness. Moreover, it helps you feel that you are talking to human beings, not to robots who know everything. It is important to allow to your public to see you and not only your slides.

These are top 5 tips for effective presentation from my point of view. What is your favorite tip? Do you have some tips which are feasible for you regarding educational presentations?

Academic conferences from my point of view: Useful tips for conference goers

Link to the Vlog

I attended the IX NIS International Research-to-Practice Conference “Values, Wellbeing and Innovation for the Future of Education”, and surprisingly I liked it and found it very helpful for students, teachers, scholars and researchers. Before being a participant of this conference based on my previous experience, I thought conferences are useless, in my view it was just the gathering of so called clever people talking about ambiguous and obscure things. However, this conference changed my mind positively. Now I look at international academic conferences as a great opportunity for getting to know what is happening in the field of education not only in our country but also all over the world. Analyzing both my previous and current experiences, I made up the list of top 5 tips for conference goers:

  1. Know the purpose of your presence at a conference. Before going there ask yourself “why am I going to attend this particular conference?”. For instance, last year when I was a conference participant I did not know the reason I was there. I was not interested in anything. As a result, my impression was that all educational conferences are boring and useless. However, this time when I had the exact purpose (i.e. class assignment – vlog) I immediately noticed that actually educational conferences can be exciting and useful.
  2. Read thoroughly the conference program and decide what sections you are intended to attend. Because usually several breakout sessions are held in one time, and you cannot participate in each of them. So plan beforehand what topics are in priority for you and your purpose.
  3. Remember that any educational conference is a great place for networking and a perfect platform for sharing experiences. Despite whoever you are: a student, a teacher, a scholar, or a researcher, you can find “helpful” person to you for sure. For example, a student, who is conducting a research, can talk to experienced researchers in the field, consult with them and ask their concerning questions.
  4. Take notes during the conference. Usually you have a chance to receive much information in very short time at conferences, and it is very hard (almost impossible) to remember everything. But, if you have your notes, every important datum will be written. Furthermore, you can apply taken knowledge afterwards from your notes.
  5. Do not be shy to ask questions. Be fully concentrated and listen carefully to the presenter. Make sure everything is clear for you. If not, take your chance to ask your question(s) because the presenter is probably an expert in the theme and will make some clarifications.

In my opinion, these simple tips will help you to make your participation at an academic conference useful and to enjoy it.

Two sides of the coin: Learning a foreign language

The podcast on Freakonomics Radio, called “Is Learning a Foreign Language Really Worth It?”, gives insight views on the psychological and economical benefits and drawbacks of learning a foreign language. The creator was trying to inform readers about pros and cons of learning L2 by interviewing children and researchers, such as Boaz Keysar, Albert Saiz and Bryan Caplan, in the field.

CREATOR: gd-jpeg v1.0 (using IJG JPEG v62), quality = 95

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Firstly, in terms of psychology, the results of Boaz Keyser’s experiment showed that learning a foreign language has a positive influence on a decision-making process, and I completely agree with it. Based on my personal experience, I can say that the degree of taking risks and decisions varies depended on a language you think and speak. For instance, I usually act a bit braver when I speak Russian, or I feel very confident to express my feelings in English. Moreover, before listening to this podcast I had been saying “I am not a fluent speaker of any language because I choose what language to speak depending on situation/topic”. However, now, after becoming familiar with this psychological aspect of learning foreign language, I have realized that it happens because decision-making processes are not the same in different languages.

Talking about economical view, Albert Saiz claims that you are not going to earn much money from learning additional language in America since your income will increase only for 2-4 %. However, Saiz adds that in some countries, like Israel, Russia or Turkey, mastering English as a second language can raise your salary up to 10-20 %. In this sense, I would say that in our country, Kazakhstan, knowing English is also priority in getting well-paid job. Furthermore, Bryan Caplan supposes that forcing American children to learn L2, other than English, is wasting of time whereas for other countries learning English as a foreign language is a good opportunity to open many doors. Being a citizen of Kazakhstan, I support this point of view. Nowadays English is considered as one of the world languages, and it gives me a chance to deepen my knowledge in science, to communicate with English-speaking people, to travel all over the world, etc.

Overall, I would like to say that the podcast reached its purpose to inform readers about psychological and economical benefits and drawbacks. I suggest everyone to listen to the podcast because it was really interesting to get to know about the things which we usually do not pay attention to.

My little research world…

Research. It is just one word which any person can understand in different way: some accept it as something dealing with very serious issues, others think only famous scholars conduct researches, and even there are people, thinking they have noting common with research, etc. Actually, in my opinion, everyone, starting from a newborn baby and ending with a graybeard, is always in a process of researching. So, for me the word “research” means an ongoing process which teaches you to investigate and experience anything throughout your life, and everyone is a researcher.


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From my definition one can deem that I have been feeling myself as a researcher whole my life, however, it was only a year ago when I apperceived consciously that I am A REAL RESEARCHER. To be honest, last year applying for the program Master of Arts in Multilingual Education I had no idea that I was going to engage at least 2 years of my life with researching multilingualism. Therefore, it is tremendously fascinating to realize that just one academic year, spent in the program, has changed my attitude towards research for 180 degrees. Now I look at any speech through the prism of researching languages: I pay attention to what language people are speaking and their accents in different languages; when people use 2 or 3 languages simultaneously I immediately start analyzing whether it is a pattern of code-switching (mixing languages unconsciously) or translanguaging (using different languages for specific discourse).


Photo credit: Gulnar Bakytzhanova

Also working at EXPO 2017 during my summer break has helped me to feel and understand that in fact I enjoy researching multilingualism, and I am on the right track. I was lucky to work with 40 Japanese attendants who speak totally different languages. Each of them was at least a bilingual, mastering Japanese and Russian. Moreover, many of them were able to communicate in a third or fourth language(s), eg: Chinese, Polish, Turkish, Kazakh, Uzbek, Kirghiz, German, or Mongol. Investigating their multilingualism by asking the questions of my interest and learning some words and traditions from diverse languages and cultures were a fierce pleasure for me both as for a person and a researcher. Moreover, the times when some of them got to know about my program at NUGSE and said that it sounded interesting and useful in the Kazakhstani context, I got even more inspired with the fact I am an emerging researcher.

To sum up, no matter how trivial it may sound, but the role of research in my life is significant that I cannot imagine my life without it anymore. Now being a researcher is a part of my identity, and I am happy with it.

The video is taken from a popular sitcom, called “Q-елі”, among the Kazakhstani youth. In this episode the main actress (Ainura) of the sitcom is at an online job interview, and during the interview one can immediately notice the patterns of language variation.

Analyzing the video, I identified style shifting, language crossing, linguistic hybridity, and code mixing:

  • Style shifting. As Jaspers (2010) defines style is “a way of doing something” (p 178), and in this video they use style shifting for several times, taking into account each others’ way of speaking. For instance, in the very beginning when Ainura starts with “привет!” [hi in Russian] in an informal way, and after getting the answer “саламатсыз ба!” (a formal way of greeting in Kazakh) she immediately shifts to a formal speech also.
  • Language crossing. Rampton (1997) explains language crossing “involves a sense of movement across quite sharply felt social or ethnic boundaries” (p 1). So, there are some patterns of crossing, when being ethnic Kazakh Ainura pretended as if she knew English. However, when the interviewer started speaking English she ended up saying “yes! Қалай еді? Мен білемін негізі. Если честно, я когда училась, я болела.” (“yes! How was it? Actually I know it [English]. To be honest, I was ill when I studied”). From this point I can see noticeable movements from English to Kazakh, and from Kazakh to Russian.
  • Linguistic hybridity. Hybridity “offers space for new identities that are seen as the product of mixing” (Sandhu & Higgins, 2016, p 182). I found hybridity occurring 9 times in the video: кандидатураңызды, резюмеңіз, ссылкамен, страницаңыз, отечеством, Officialқызы, Stanfordе, followerім, номерыңызды. These words are done by adding Kazakh endings to the Russian or English stems.
  • Code mixing means “the embedding of various linguistic units such as affixes, words, phrases and clauses from a co-operative activity where the participants, in order to infer what is intended, must reconcile what they hear with what they understand” (Ayeomoni, 2006, p 2). The participants use code mixing almost 90% of their speech, and each of them mixed 2 (Kazakh and Russian) or 3 (Kazakh, Russian, and English) languages in almost every sentence.

I find the usage of the English language in the job interview as the token of English being prestige language, and it implies that only well educated people, who studied abroad, are supposed to speak it. For instance, Ainura wrote in her CV she studied at Stanford University; consequently the interviewer got interested in it, and started speaking English. Furthermore, on the one hand, Russian is likely to be taken as more literary language than Kazakh for the actress as in the section ‘favourite quotation’ Ainura wrote Russian expression in her CV («меня трудно найти, легко потерять, невозможно забыть» – it is difficult to find me, easy to lose, and impossible to forget), and even when the interviewer asked to explain the meaning in Kazakh (оны қалай түсінеміз? – how should we understand it?) she replied in Russian again (любить не значит терять, терять не значит любить – to love does not mean to lose, and to lose does not mean to love). On the other hand, it may show that Ainura’s dominant language (L1) is Russian, and it is more comfortable for her to express her opinion in Russian. Moreover, it is obviously seen “shala Kazakh” when ethnic Kazakhs start speaking Kazakh combining with Russian or English in their communication throughout the video.

However, as the video is a short fragment from a sitcom there is possibility that it may not show the real situation taking place in a society. For this reason, I would collect empirical data in a real life but not from a sitcom or movie.


Ayeomoni, M. (2006). Code-switching and code-mixing: Style of language use in childhood in yoruba speech community. Nordic Journal of African Studies 15(1). Retrieved from

Jaspers, J. (2010). Style and styling. In Hornberger, N. H., & McKay, S. L. Sociolinguistics and language education (pp. 177-204). Bristol: Multilingual Matters. Retrieved from

Rampton, B. (1997). Language crossing and the redefinition of reality: Implications for research on codeswitching community. Urban Language & Literacies. Retrieved from

Sandhu, P., & Higgins, C. (2016). Identity in post-colonial contexts. In S. Preece (Ed.), The Routledge Handbook of Language and Identity. NY: Routledge

Language family trees

Philologists suggest that languages are connected and the languages can be drawn under one particular big language family tree.  The number of such language families and languages varies. Yule (2010) refers to 30 language families with more than 6 000 languages (p. 225). Another source claims that there are 141 language families (Lewis, Simons, & Fennig, 2016) and 7,097 languages all over the world (Paul, 2009).  Like Yule (2010) describes the Proto-Indo-European language family with some examples, it would also be interesting to illustrate the Altaic language family, from which the Kazakh language has its origin (Paul, 2009).  In this blog, family connections of the several languages in Altaic family are clarified, and the examples of similar words and grammatical structure are provided to prove the connection of languages in one language family.

Altaic language family consisting of 66 languages is named after the Altai Mountains, a mountain range in Central Asia. It is divided into three groups – Mongolic, Tungusic, and Turkic. Turkic group includes 6 subgroups: Southern (Turkish, Azerbaijani, Turkmen); Central (Kazakh, Kyrgyz, Karakalpak, Nogai); Eastern (Uzbek, Uigur, Salar); Western (Karachay, Bashkir, Tatar Bolgar Chuvash); Northern (Yakut, Altai, Khakas, Tuva, Shor). Korean, Japanese, and Ainu are often grouped together as a branch of the Altaic language family. This grouping, however, is still controversial. According to Lewis, Simons, & Fennig (2016), the Kazakh language is assigned to the Western subgroup of the Turkic group.

Without any doubts one can say that the languages in subgroups are extremely similar, however, each subgroup is closely related to each other and it depends not only on geographical position of people (countries) who speak these languages but also shows us that all of them have the same roots in origin. To be proved, I attempt to find some similarities in Kazakh, Turkish and Tatar languages. Despite of thousands of kilometers separating the countries, they may speak different languages, but have common root.


Kazakh Turkish Tatar Meaning
su su su water
sut sut sut milk
kalam kalem kalem a pen

Word building is developed very well in Kazakh and Karakalpak languages. There are mostly similar endings for making nouns from nouns, nouns from adjectives, adjectives from nouns, negative adjectives from nouns:

Endings Karakalpak Kazakh Meaning
-shi Anshy Anshy A hunter
-lyk Zhaksylyk Zhaksylyk Good

We can also observe similar meaning of phraseological units, but they have slight difference in spelling some words. For instance,

Karakalpak Kazakh Meaning
‘Ut belan uinau’ ‘Otpen oinau’ To play with fire – to deal with risky, dangerous things
‘Utta yanmas, suga batma’ ‘Otka janbas, suga batpas’ Neither burns on fire nor sinks in the water

Language similarities are mostly seen in phraseological units which denote education, friendship, poetry, mother-child, animals, and quantifiers. This means that social, religious and cultural ties between were close and had a lot in common, therefore had one root in the beginning.

Having analyzed some languages from Altaic family like Kazakh, Turkish, Tatar, Karakalpak, I strongly agree that languages are connected, and they belong to specific language families. However, classification of languages is controversial, and it needs for further research. Even if languages have different origins, they might be connected due to geographical and historical interactions.


Lewis, M., Simons, G., and Fennig, C. (Eds.) (2016). Ethnologue: Languages of the World. Retrieved 12 September 2016 from

Paul, L. (Ed.) (2009). Ethnologue: Languages of the World. Retrieved 12 September 2016 from

Yule, G. (2010). The Study of language. New York, NY: Cambridge University Press.


The implementation of trilingual education in Kazakhstan: Data interpretation

One of the central issues of multilingualism in Kazakhstani society is the implementation of trilingual education in all educational levels, starting from preschool to higher education. I looked for the information about the implementation process, and selected particular three articles for data interpretation.

In the first articles “Trilingual education implemented in 117 schools in Kazakhstan – Education Ministry” a journalist mostly emphasized on the speech of Takir Balykbayev who is the Ex-Vice Minister of Education and Science of the Republic of Kazakhstan. The journalist’s report was neutral. From Balykbayev’s speech one can understand that only small percentage (2.3% of the total number of students) of all students was studying by trilingual program. Furthermore, the content of the article implies that trilingual education means in-depth study of three languages: Kazakh, English and Russian. However, it is noticeable that more attention is paid for English since it was highlighted that English was used as the medium of instruction in some natural science courses, and a student can choose special course in English at 42 universities. Moreover, the number of schools (which is 17) and universities (which is 42) shows that the implementation process is taking its initial steps because these numbers are too small for the entire Kazakhstan.

As for the second article “Over 80% of parents supported trilingual education in Kazakhstan schools: Poll”, the correspondent of informs the speech of Serik Irsaliyev, the president of “Information-Analytical Center” JSC of MES of Kazakhstan. To begin with, it is written “a rapid analysis” was made on trilingual education, thus it makes the reader of the article think if the results of the poll analyzed correctly, whether the given information is reliable. Secondly, the answers of the poll said the majority (81% of parents) supports the trilingual education which implies that the implementation of trilingual education is associated with qualitative knowledge for the majority. Thirdly, approximately a quarter (27% of parents) consider the implementation of trilingual education needs additional support from professional tutors to acquire a foreign language because they answered they were not able to spend money for tutors. From this point, one can also percept that the teaching of foreign languages was not well developed at schools as long as parents thought of hiring professionals.

In the next article “In 2018 Kazakhstan schools switch to trilingual education model”, Azamat Syzdykbayev, a journalist, also referred to the speech of Takir Balykbayev. It might be understood that the voice of the Ex-Vice Minister of Education and Science of the Republic of Kazakhstan in the area of trilingual education implementation was important. His mention about English medium of instruction for some disciplines at all schools implies that the government focused more on English language. He said it required “huge efforts” which means schools are not completely ready to implement trilingual education for some reasons. The repetition of the word “necessary” shows those reasons like the content changes and teacher trainings. Moreover, the expression “of course” highlights that not surprisingly the language skills of the students need improvements.

Overall, it can be concluded as Kazakhstan is implementing trilingual education, and the majority of parents is positive about this decision. However, there are still some obstacles to tackle with.


Syzdykbayev, A. (March 2, 2016). In 2018 Kazakhstan schools switch to trilingual education model. Retrieved from

Trilingual education implemented in 117 schools in Kazakhstan – Education Ministry. (March 3, 2016). KazInform. Retrieved from

Over 80% of parents supported trilingual education in Kazakhstan schools:Poll. (August 12, 2016). Retrieved from

Let’s help teachers!

The significance of English is likely to be very high for every developing country because it can directly influence a country’s place in the world economy. Thus, throughout recent years one of the most important issues in the Kazakhstani education system is the implementation of the trilingual education. The Ministry of Education and Science of the Republic of Kazakhstan is trying to embody teaching in three languages – Kazakh, Russian and English – in all the Kazakhstani educational places including kindergartens, schools, colleges and universities. However, currently the implementation process is facing with the enormous problem which is lack of the teachers who are able to provide students with the qualitative knowledge in three languages. While the Kazakh language orientated teachers have some troubles in Russian, the Russian language oriented teachers have problems with Kazakh. Furthermore, in most cases English is a big puzzle for both Kazakh and Russian speaking teachers.


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According to Yule (2010), there are approximately 30 language family trees which consist of very different languages of the world (p. 225). The Kazakh language belongs to the Turkic language family tree whereas the Russian and English languages are under the Indo-European language family (Ethnologue, 2016). Despite the fact that these languages are in different branches of the different languages families, they can still be taught together. In my point of view, linguistics can assist teachers to learn Kazakh, Russian and English languages fast and effectively in terms of phonetics, phonology, morphology, and syntax in order to implement the trilingual education in Kazakhstan as soon as possible.Linguistics word cloud

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As a first step towards implementing trilingual education, the Kazakhstani teachers should be taught the phonetics and phonology of the languages. It will help them pronounce words correctly, write orthographically (a correct spelling), and, thereafter teach students the right pronunciation and spelling. Yule (2010) claims that phonetics is “the general study of the characteristics of speech sounds” (p. 26). Teachers should pay attention mainly to the articulatory phonetics because it teaches the way of speech sounds articulation (Yule, 2010). It will be easy for teachers to learn L2 and/or L3 through comparing to L1. For instance, there are labials, alveolars, palatals and velars in English as well as in Russian. After maintaining the phonetics of the language, teachers should move to the phonology. “The description of the systems and patterns of speech sounds in a language” is defined as phonology by Yule (2010, p. 42). Phonology mainly deals with phones, allophones, minimal sets, syllables, assimilation, elision and etc. All of the phenomena occur in Kazakh, Russian and English, that is why it will be much more convenient for teachers to learn them together. Completing the studying of the phonetics and phonology of the languages, teachers can take next step which is word formation and morphology.

Word formation is the studying of the word uprise. It will be amazing to study the word formation: to understand how the particular word appeared. Also there are a lot of words which were borrowed from Russian to Kazakh (eg. қорап khorap – коробка korobka – box). Another interesting point might be becoming familiar with new way of word formation like clipping, backformation or conversion – these phenomena do not happen in Kazakh and Russian languages. Moving to morphology, teachers will deepen their knowledge of foreign languages by investigating the basic forms of the words: their roots, suffixes, prefixes and endings. The table below shows the similarities and differences of the three languages morphology. There is no prefix in the Kazakh language. Also ending in different languages have slight differences: English endings show the singular or plural forms of the word, Kazakh endings illustrate the singular/plural forms and cases, and Russian endings demonstrate the singular/plural forms, cases and gender.

Language Prefix Root Suffix Ending
Kazakh zhaksy -lyk -tar
Russian pri- byt -i -e
English en- force -ment -s


Studying phonetics, phonology, word formation and morphology, teachers should be taught how to make sentences in a language. The way of constructing sentences is taught in syntax. In Kazakh sentences structure is subject + object + verb, while in Russian and English it is subject + verb + object.

Language Word order Translation
Kazakh Мен – subject кітаптар – object оқимын -verb Men kitap okymin.

I read books.

Russian Я – subject читаю – verb книги – object Ya chitayu knigi.

I read books.

English I – subject read – verb books – object  


To sum up, in order to be able to educate students in the three languages Kazakhstani teachers should start from learning the linguistic patterns of Kazakh, Russian and English themselves. Becoming familiar with linguistics of these languages, teachers are supposed to have more opportunities for teaching their subject in any of Kazakh, Russian, or English languages.


Yule, G. (ed.). (2010). The study of language. New York, NY: Cambridge University Press.

Lewis, M., Gary F., and Charles D. (eds.). (2016). Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Retrieved 16 October 2016 from

Lewis, M., Gary F., and Charles D. (eds.). (2016). Ethnologue: Languages of the World, Nineteenth edition. Dallas, Texas: SIL International. Retrieved 16 October 2016 from


Allow introverted students to thrive

Several decades ago there was a young girl who did not seem as all her peers: she was not as active as the environment expected her to be, she did not spend leisure playing outside with her friends, she was not talkative, instead this cute girl enjoyed quiet and calm atmosphere. Growing up to the age of 7, she was said it was time to open the doors of school. The girl was imbued with excitement and wanted to study hard. However, her pious beliefs about schooling were not lived up because she felt pressure both from her first teacher and new classmates.


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One of the obstacles in an educational society, which I want to amplify in today’s blog, is the marginalization of introverts’ learning style. From my personal experience (since I define myself as an introvert), I have realized that in most of cases introverts are misunderstood by their peers and educators. For this reason, I decided to depict the nature of introverted students and to give some useful tips for teachers.


Firstly, the most common occasion when introverts’ learning style is almost fully ignored is group works. Usually introverts do not contribute much in such tasks as group works and discussions, and it is not for the reason they do not want to share opinion with others or they have nothing to bring to the table. It happens because introverted students tend to listen carefully for others’ opinion, think and analyze it for themselves, and only after that decide whether they should offer their thought or not. However, extrovert learners and instructors are likely to suppose this sort of students is too slow, passive, or inane since it seems like they do not care about the task at all meanwhile introverts try their best to understand the topic and produce great idea which deserves to be underpinned. So, in order to encourage introverts to become active in group works, making them leave their comfort zone, it is better to set special role (as note taker, time manager, monitor, etc) for each member of the group.


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Secondly, introverts’ learning style requires time to think. It is normal for extraverts to think aloud during their speech as they are more likely have the ability to think in a very quick pace, while introverts need to be given a chance to organize and cull what to say. For instance, when an instructor asks me a spontaneous question I start panic even if I am familiar with all assigned readings, and there appears the felling I cannot respond quickly. Thus, it ends up with messing up everything when actually I know the right answer. That’s why I believe teachers should let introverted students to take a minute to formulate their speech instead of pushing on them by requiring immediate answer.

Experienced what is being a student like, I came to an inference that introverted students should be allowed to be themselves simply because it is their nature, and there is nothing wrong with them. Let’s appreciate the diversity of students’ temperaments in a classroom and assist both introverts and extraverts to gain knowledge in equal rights.