Bilingualism and Multilingualism in Kazakhstan: Sociolinguistic and Educational Perspectives

Authors

  • Zhainagul Sadulova

    Department of Kazakh Philology, K. Zhubanov Aktobe Regional University, Aktobe 030000, Republic of Kazakhstan
  • Baktigul Karimsakova

    Department of Kazakh Philology, Caspian University of Technologies and Engineering named after Sh. Yessenov, Aktau 130000, Republic of Kazakhstan
  • Kalbike Yessenova

    Department of Kazakh language theory and methodical teaching, Abai Kazakh National Pedagogical University, Almaty 010000, Republic of Kazakhstan
  • Nagbdu Kamarova

    Department of Kazakh Philology, Caspian University of Technologies and Engineering named after Sh. Yessenov, Aktau 130000, Republic of Kazakhstan
  • Baktygul Kurmanova

    Department of Kazakh Philology, K. Zhubanov Aktobe Regional University, Aktobe 030000, Republic of Kazakhstan
  • Kanat Smagulova

    Department of Language centre, University of International Business named after Kenzhegali Sagadieva, Almaty 050010, Republic of Kazakhstan
  • Balgenzhe Karagulova

    Department of Kazakh Philology, K. Zhubanov Aktobe Regional University, Aktobe 030000, Republic of Kazakhstan
  • Meruyet Amangaziyeva

    Department of Languages, Atyrau University H. Dosmukhamedov, Kazakhstan, Atyrau 060001, Republic of Kazakhstan

DOI:

https://doi.org/10.30564/fls.v7i7.10172
Received: 24 May 2025 | Revised: 19 June 2025 | Accepted: 30 June 2025 | Published Online: 17 July 2025

Abstract

This study investigates the sociolinguistic and educational dimensions of bilingualism and multilingualism in Kazakhstan, a multiethnic society undergoing rapid globalization and social transformation. The research problem centers on understanding how language policies and educational frameworks influence language proficiency, identity formation, and social integration in a complex linguistic environment. Employing a mixed-method approach—including descriptive, comparative, and content analysis, as well as empirical data collected from trilingual education programs—the study examines the interaction and functional roles of Kazakh, Russian, and English within Kazakhstani society. The research findings indicate that Kazakhstan’s trilingual education initiatives significantly improve linguistic competence, intercultural communication skills, and labor market competitiveness among youth. The study highlights the stable coexistence of Kazakh and Russian languages, highlighting Kazakh’s expanding official status alongside Russian’s continued dominance in daily communication and informal settings. Additionally, English is positioned as a strategic language for global engagement and economic advancement. The scientific contribution of this research lies in its comprehensive analysis of Kazakhstan’s three-language policy and its educational outcomes, providing an empirically grounded framework that can serve as a replicable model for other multicultural and multilingual countries. Furthermore, the study offers practical recommendations for educators aimed at improving the effectiveness of trilingual education programs and promoting social cohesion through enhanced linguistic and cultural integration. Ultimately, this research contributes to a deeper understanding of how trilingual education can support national development in a globalized world.

Keywords:

Bilingualism; Multilingualism; Language Policy; Trilingual Education; Sociolinguistics; Intercultural Communication

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How to Cite

Sadulova, Z., Karimsakova, B., Yessenova, K., Kamarova, N., Kurmanova, B., Smagulova, K., Karagulova, B., & Amangaziyeva, M. (2025). Bilingualism and Multilingualism in Kazakhstan: Sociolinguistic and Educational Perspectives. Forum for Linguistic Studies, 7(7), 785–795. https://doi.org/10.30564/fls.v7i7.10172

Issue

Vol. 7 , Iss. 7 (July 2025): In progress

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Article

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Copyright © 2025 Zhainagul Sadulova, Baktigul Karimsakova, Kalbike Yessenova, Nagbdu Kamarova, Baktygul Kurmanova, Kanat Smagulova, Balgenzhe Karagulova, Meruyet Amangaziyeva

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.