Adamson, B. & Morris, P. (1997). The English curriculum in the People’s Republic of China. Comparative Education Review, 41, 3–26.
Adamson, B. (2001). English with Chinese characteristics: China’s new curriculum. Asia Pacific Journal of Education, 21(2), 19–33.
Address of the President of the Republic of Kazakhstan N.Nazarbayev to the nation. "Kazakhstan’s way - 2050: Common goal, common interests, common future" January 17, 2015. www.strategy2050.kz
Basal, A., Celen, K. M., Kaya, H., & Bogas, Ş.N. (2016). An Investigation into Illustrations in English Course Books in a Turkish Context. International Electronic Journal of Elementary Education, 8(3), 525-536.
Beilinson, V.G. (2005). Arsenal obrazovaniya, uchebnyeknigi: proektirovanie i konstruirovanie (Educational Arsenal, Educational Books: Design and Construction), Moscow: Mnemozina.
Bespalko, V. P. (2006a). Narodnoe Obrazovanie (National Education), no. 7, pp. 116–122.
Bespalko, V.P., (2006b). Teoriya sozdaniya i primeneniya (Theory of Creation and Application), Moscow: NII Shkol’nykh Tekhnologii.
Bespalko, V. P. (2007). Narodnoe Obrazovanie (National Education), no. 8, pp. 150–156.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press.
Birdsong, D. (2005). Interpreting age effects in second language acquisition. In: J. F. Kroll and A. M. B. De Groot (eds.), Handbook of Bilingualism: Psycholinguistic Approaches, 109–127. Oxford: Oxford University Press.
Bourdieu, P. (1991). Language and symbolic power. Cambridge, Massachusetts: Harvard University Press.
Brown, Douglas H. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plains: Longman.
Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, 57(2), 105–112.
Colbert, J. A., Brown, R. S., Choi, H., & Thomas, S. (2008). An investigation of the impacts of teacher-driven professional development on pedagogy and student learning. Teacher Education Quarterly, 35(2), 135-154.
Cortazzi, Martin & Jin, Lixian (1996). English teaching and learning in China. Language Teaching, 29, 61–80.
Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.
DeKeyser, R. & Larson-Hall, J (2005). What does the critical period really mean? In: J. F. Kroll and A. M. B. De Groot (eds.), Handbook of Bilingualism: Psycholinguistic Approaches, 88 –108. Oxford: Oxford University Press.
European Commission (2011) Language learning at pre-primary school level: making it efficient and sustainable. Policy Handbook. Commission Staff Working Paper. European Strategic Framework for Education and Training (ET 2020).
Gürsoy, E. (2012). Music and Puppets. In E. Gürsoy& A. Arıkan (Eds). Teaching English to young learners: An activity-based guide for prospective teachers. Ankara: Eğiten Kitap.
Gürsoy, E., Korkmaz, S.Ç., & Damar, A.E. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Egitim Arastirmalari-Eurasian Journal of Educational Research, 53/A, 59-74.
Hoque, S. (2009). Teaching English in primary schools in Bangladesh: Competencies and achievements. In J. Enever, J. Moon and U. Raman (Eds.), Young Learner English Language Policy and Implementation: International Perspectives (pp. 61−69). Reading: Garnet Education.
Hu, G. (2002a). Recent important developments in secondary English-language teaching in the People’s Republic of China. Language, Culture and Curriculum, 15, 30–49.
Hu, G. (2002b). English language teaching in the People’s Republic of China. In Rita Elaine Silver, Guangwei Hu&Masakazu Iino (Eds), English language education in China, Japan, and Singapore (pp. 1-77). Singapore: National Institute of Education.
Hu, G. (2003). English language teaching in China: Regional differences and contributing factors. Journal of Multilingual and Multicultural Development, 24, 290–318.
Hu, G. (2005). English Language Education in China: policies, progress and problems. Language Policy, 4, 5−24.
Hu, Y. (2007). China’s foreign language policy on primary English education: What’s behind it? Language Policy, 6, 359−376.
Jiang, Y. (2003). English as a Chinese language. English Today, 19(2), 3–8.
Jin, L., & Cortazzi, M. (2003). English language teaching in China: A bridge to the future. In WahKam Ho & Ruth Y. L. Wong (Eds), English language teaching in East Asia today (pp. 131–145). Singapore: Times Academic Press.
Komorowska H., (1997). “Organisation, integration and continuity” in Doyle P., Hurrell A., (eds.), Foreign Language Education in Primary Schools, Council of Europe Press.
Larsen-Freeman, M. & Long, M. (1991). An Introduction to Second Language Acquisition Research, London: New York, Longman.
Lawshe, C. H. (1975). “A quantitative approach to content validity.” Personnel Psychology, 28, 563–575.
Leng, Hui (1997). New bottles, old wine: Communicative language teaching in China. English Teaching Forum, 35(4), 38–41.
Li, D. F. (1998). ‘It’s always more difficult than you plan and imagine’: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677−703.
Long, M. (2005). Problems with supposed counter-evidence to the Critical Period Hypothesis. IRAL 43(4), 287–318.
Mathew, R., & Pani, S. (2009). Issues in the implementation of Teaching English for Young Learners (TEYL): A case study of two states in India. In J. Enever, J. Moon and U. Raman (Eds.), Young Learner English Language Policy and Implementation: International Perspectives (pp. 113−120). Reading: Garnet Education.
Moon, J. (2000). Children learning English. Oxford: Macmillan-Heinemann.
Moyer, A. (2004). Age, accent and experience in second language acquisition. Clevedon, Avon: Multilingual Matters.
Ng, Christina & Tang, Eunice (1997). Teachers’ needs in the process of EFL reform in China: A report from Shanghai. Perspectives: Working Papers, 9(1), 63–85.
Nikolov, M. & Mihaljević Djigunović, J. (2006). ‘Recent research on age, second language acquisition, and early foreign language learning’, Annual review of applied linguistics, 26, 234–260.
Niu, Qiang & Wolff, Martin (2003). China and Chinese, or Chingland and Chinglish? English Today, 19(2), 9–11.
Nur, C. (2003). English Language Teaching in Indonesia: changing policies and practical constraints. In W. K. Ho and R. Y. L. Wong (Eds.), English Language Teaching in East Asia Today: Changing Policies and Practices (pp. 163−172). Singapore: Eastern Universities Press.
Ross, H. (1992). Foreign language education as a barometer of modernization. In Ruth Hayhoe (Ed), Education and modernization: The Chinese experience (pp. 239–254). Oxford: Pergamon.
See OECD (2011). Building a High-Quality Teaching Profession: Lessons from around the world, OECD Publishing, Paris
State program of a development of education of the Republic of Kazakhstan for 2011–2020, approved by the Decree of the President of the Republic of Kazakhstan No. 1118 of December 7, 2010 // www.akorda.kz)
Tinsley, T. & Comfort, T. (2012). Lessons from abroad: International review of primary languages, CfBT Education Trust
Vygotsky, L. S. (1978). Mind in society, Cambridge, MA: Harvard University Press.
Yurdugül, H. (2005). Ölçek Geliştirme Çalışmalarında Kapsam Geçerliğiiçin Kapsam Geçerlik İndekslerinin Kullanılması (Using Content Validity Indexes for Content Validity in Instrument Development Studies). XIV. Ulusal Eğitim Bilimleri Kongresi Pamukkale Üniversitesi Eğitim Fakültesi 28–30 Eylül 2005,Denizli, Türkiye.
Zhetpisbayeva, B A. & Shelestova, T. Y. (2015). Difficulties of Implementation of Primary English Education in the Republic of Kazakhstan: Language Teachers’ Views Review of European Studies, 7 (12), 13-20. http://dx.doi.org/10.5539/res.v7n12p13
Zuev, D.D.(2004). Problemy shkolnogo uchebnika: XX vekitogi(Problems of the School Textbook: XX Century, Results), Moscow: Prosveshchenie.