Multilingual School Education as an Integration Policy in South of Kyrgyzstan

Abstract

The issue of interethnic relations in the South of Kyrgyzstan has always remained a burning issue, but the situation escalated after the tragic events of Osh in June 2010. Many researchers have argued that interethnic conflict is the result of a weak state policy of integration. Given the socio-economic and political situation of national minorities the conflict was inevitable. The divisions between ethnic groups are exacerbated partly by linguistic differences, partly by housing segregation. The consequences of the June events led to the closure of the only Kyrgyz-Uzbek University, which provided high education in Uzbek language. Whereas, Uzbek schools are still graduating students who only know their native language, therefore cannot take Nationwide Test and enroll to other universities. Hence, the government is facing a mass of marginalized youth in the South, who hardly can be integrated. A language has the value, when it is spoken. It contributes to the preservation of the national and cultural identity of any ethnic group and passing it through generations. That is why any state should respect the right of ethnic minorities, living in the territory of state, to learn their language or receive education in that language. The linguistic rights of minorities in Kyrgyzstan are secured by the Constitution. Along with this government should also develop an integrated and multilingual education system at all levels aimed at ensuring equal access, equal opportunities and equal learning outcomes. That is in the interest of national minorities to develop language skills and become more competitive among other citizens. Mutual respect and encouraging of multilingualism at schools for all members of society can contribute to integration in linguistically diverse societies.