Scientific foundations of gender linguistics in kazakhstan

Zhazira Agabekova, Aizhan Salimzhanova

2024

Closed access Metadata (CSL-JSON)
DOI 10.47526/2024-4/2664-0686.103
Data confidence 70 medium
How this score is calculated

It is built from checkable properties of the record itself: whether the article has a DOI, how many independent sources confirmed its data, whether the required fields are filled in, and how recent the latest confirmation is. Disagreement between sources and a missing identifier lower it. A value of 80 or above means the record was published without further checking; 60 to 79 means it is published at reduced confidence, with a manual check advisable. A record verified by an editor by hand is never pushed below 90 by a recalculation. This scores our data about the article, not the article itself.

Abstract

Theoretical framework and research are essential in addressing the challenges of integrating linguistics, psychology, sociology, feminist theory, and gender linguistics and providing tools to analyze the relationship between language and gender. Scientific foundations allow gender linguistics to deepen understanding of gendered language and contribute to creating more inclusive societies through education and policy-making. This study explores gender linguistics in Kazakhstan by focusing on the intersection of language, gender, and educational practices. The key objective of this study is to provide an overview of gender and language education in Kazakhstan’s universities, highlighting the content and structure of the gender linguistics courses. This article aims to contribute to the broader discourse on integrating gender perspectives into linguistic education. This work also contributes to the discussion on gender studies in Kazakhstan and provides a theoretical framework for future research and educational development. The authors used qualitative research methods, particularly content analysis, to examine the current state, challenges, and opportunities of gender and linguistics courses in Kazakhstani universities. Data were gathered through official institutional requests, the digital database “Unified Higher Education Platform,” and course catalogs on the universities’ official websites. The authors focused on academic courses/programs on “gender and linguistics” and “gender and language” to identify courses that addressed gender linguistic frameworks. The search encompassed over 5,000 active educational programs at the universities of Kazakhstan listed on the Unified Higher Education Platform. Results indicate that seven universities in Kazakhstan offer gender linguistics courses and a diverse range of undergraduate and graduate-level courses. Outcomes also demonstrate that compared to international practices, Kazakhstani programs often emphasize theoretical aspects without addressing the intersectional dimensions of gender linguistics.