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The document describes collaboration with ministries of education to develop curricula and qualifications in one or more languages, including bilingual and trilingual models. A detailed Kazakhstan case study explains reform goals for Kazakh, Russian, and English instruction, teacher skill improvement, and benchmarks for learner English proficiency. It also details preparation steps, trilingual strategy development, CLIL-focused guidance, and curriculum implementation support.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cambridge-and-multilingualism-case-study/642062/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Jiven","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What does the document say about Cambridge’s approach to language in education partnerships?","Question",{"text":106,"@type":107},"It emphasizes being “language aware” and responsive to the language needs of each context, including monolingual and multilingual education.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What languages of instruction are targeted in the Kazakhstan case study?",{"text":111,"@type":107},"The project aims for three languages of instruction: Kazakh, Russian, and English, with English-medium exams in core subjects by around age 18.",{"name":113,"@type":104,"acceptedAnswer":114},"How does the document describe teacher preparation for implementing the new curriculum?",{"text":115,"@type":107},"It describes analyzing school needs, benchmarking learners’ English levels, testing teachers’ English prior to involvement, commissioning a trilingual education model, and developing a CLIL-oriented trilingual strategy.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},642062,1792721285,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":52},1099513958607,"https://ap-avatar.wpscdn.com/avatar/100002390cf8733938c?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778829742770036399","Cambridge and multilingualism  \nWe work in long-term strategic relationships with ministries of education, national qualifications authorities, overseas examination boards and other statutory bodies responsible for education to provide a range of services dedicated to the development and reform of public education. In these partnerships we are ‘language aware’ and sensitive to the language needs of each context.  \nWe work closely with more than 30 ministries of education around the world to develop curricula and qualifications to meet national needs. These can be benchmarked to national and international standards as appropriate. They can also be developed in different languages to meet requirements at the relevant national level in relation to bilingual or trilingual education, where at least two languages are used to teach different subjects such as science or maths. Even in monolingual education, where all the subjects are taught through one language, we value multilingualism and are supportive of our partners who may wish to develop the acquisition of additional languages, or to maintain and respect first languages.  \nWe selectively support educational reform initiatives with national partner bodies that have a broader focus, including the development of new assessments and professional development programmes for teachers and schools leaders.  \nIn our education reform projects, our contribution includes partnerships that draw on the wider expertise of the Cambridge Assessment group and the University of Cambridge, including its Faculty of Education.  \nOur range of services is based on the development of long-term relationships with our partners and includes the following:  \n• professional development for thousands of teachers around the world each year  \n• collaboration with government bodies to design and deliver bilingual or trilingual education programmes  \n• work with national education authorities to raise students’performance and equip them well for university education and for employment  \nProfessor Sir Leszek Borysiewicz, Vice-Chancellor, University of Cambridge said:  \n“The University of Cambridge values the role of Cambridge International Examinations in extending access to world class education to countries around the globe.”  \nCase Study: Kazakhstan  \nThe Kazakhstan government is continuing to reform its national education system, following independence from the Soviet Union in 1991. It has recently created new schools, Nazarbayev Intellectual Schools (NIS), and a national university, Nazarbayev University. Working with Cambridge it wants to combine the strengths of the existing system, particularly their success in maths and science teaching, with international best practice. This includes developing Kazakh, Russian and English as languages of instruction. The objective is to create a world-class education system that will prepare learners for universitylevel study in English and ultimately help Kazakhstan compete internationally.  \nBackground  \nKazakhstan has a multi-ethnic and culturally-diverse population for whom Kazakh is the state language. In the past, Russian was used in schools and this led to big differences in language use between urban and rural communities, and different levels of language proficiency. Russian is still accepted as a national language and a regional language of education in many parts of the country.  \nNIS is working with several international partners including the Faculty of Education at the University of Cambridge and the University of Pennsylvania. It appointed Cambridge as its strategic partner for the project because of our strong international reputation and success in assisting with the delivery of education reform in other countries, such as Singapore.  \nThe challenge  \nThe long-term aim is to launch a new curriculum with three languages of instruction (Kazakh, Russian and English) in the Nazarbayev Intellectual Schools (NIS) .  \nNIS also wants to improve teachers’skills a","cbCaioa1APXzWCHW","https://ap.wps.com/l/cbCaioa1APXzWCHW","pdf",401210,"English","# Cambridge and multilingualism\n## Case Study: Kazakhstan\n## Background\n## The challenge\n## Preparing teachers and schools for change\n## Solution design","[{\"question\":\"What does the document say about Cambridge’s approach to language in education partnerships?\",\"answer\":\"It emphasizes being “language aware” and responsive to the language needs of each context, including monolingual and multilingual education.\"},{\"question\":\"What languages of instruction are targeted in the Kazakhstan case study?\",\"answer\":\"The project aims for three languages of instruction: Kazakh, Russian, and English, with English-medium exams in core subjects by around age 18.\"},{\"question\":\"How does the document describe teacher preparation for implementing the new curriculum?\",\"answer\":\"It describes analyzing school needs, benchmarking learners’ English levels, testing teachers’ English prior to involvement, commissioning a trilingual education model, and developing a CLIL-oriented trilingual strategy.\"}]","Cambridge and multilingualism - Case Study | PDF"]