Code-Switching in a Multilingual Classroom in Kazakhstan: A University Students’ Perspective

Authors

  • Assel Utegenova

    Department of English and German Languages, K. Zhubanov Aktobe Regional University, Aktobe 030000, Kazakhstan
  • Baktygul Zh. Kurmanova

    Department of Russian Philology and Intercultural Communication, K. Zhubanov Aktobe Regional University, Aktobe Regional University, Aktobe 030000, Kazakhstan
  • Nazgul U. Abdullina

    Department of Russian Philology and Intercultural Communication, K. Zhubanov Aktobe Regional University, Aktobe Regional University, Aktobe 030000, Kazakhstan
  • Bibatpa Koshimova

    Department of Kazakh Philology, Faculty of Tourism and Languages, Sh. Yessenov Caspian University of Technology and Engineering, Aktau 130000, Kazakhstan
  • Akmaral Otarova

    Department of Kazakh Philology, Faculty of Tourism and Languages, Sh. Yessenov Caspian University of Technology and Engineering, Aktau 130000, Kazakhstan
  • Aliya Zhetkizgenova

    Department of Kazakh Philology, Faculty of Tourism and Languages, Sh. Yessenov Caspian University of Technology and Engineering, Aktau 130000, Kazakhstan
  • Aiman S. Batinova

    1.Department of Kazakh Philology, Faculty of Tourism and Languages, Sh. Yessenov Caspian University of Technology and Engineering, Aktau 130000, Kazakhstan; 2.

    Department of World Languages, K. Zhubanov Aktobe Regional University, Aktobe 030000, Kazakhstan
  • Bagila K. Muratbe

    Department of Theoretical and Applied Linguistics, K. Zhubanov Aktobe Regional University, Aktobe 030000, Kazakhstan

DOI:

https://doi.org/10.30564/fls.v6i6.7338
Received: 23 September 2024 | Revised: 26 September 2024 | Accepted: 16 October 2024 | Published Online: 8 December 2024

Abstract

This paper examines the specificity of multilingualism in higher education in Kazakhstan based on the use and functioning of code-switching in the context of the state trilingual policy. The purpose of the study is to identify the degree of the implementation of the language policy from the point of view of students as direct participants in the educational process. The study is based on data from a sociolinguistic questionnaire with a sample of 400 undergraduate students from multilingual groups in technical, natural science and social educational programs at four leading universities in the western area of Kazakhstan. The study allowed identifying the types of code-switching most preferred by students and the main reasons why they code-switch in the educational context. However, students were unable to give clear answers regarding the impact of code-switching on the quality of their learning and identity. A conclusion is drawn that despite the active state promotion of all the three languages, it is too early to talk about significant success of the state language policy. Since multilingual groups are a relatively new phenomenon in Kazakhstan, students seem to lack a clear understanding of the essence of code-switching as a form of multilingualism in education, and they are not yet fully aware of the opportunities and benefits associated with it.

Keywords:

Code-switching; Higher Education; Kazakhstan; Language Policy; Multilingualism; Multilingual Education

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How to Cite

Utegenova, A., Zh. Kurmanova, B., U. Abdullina, N., Koshimova, B., Otarova, A., Zhetkizgenova, A., S. Batinova, A., & K. Muratbe, B. (2024). Code-Switching in a Multilingual Classroom in Kazakhstan: A University Students’ Perspective. Forum for Linguistic Studies, 6(6), 371–380. https://doi.org/10.30564/fls.v6i6.7338

Issue

Vol. 6 , Iss. 6 (December 2024)

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Article

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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