Understanding Kazakhstani Parents’ Agency in Their Children’s LOTE (Languages Other than English) Learning: A Qualitative Inquiry

Abstract

In an era of globalization, multilingualism is increasingly valued for its cognitive, cultural, and economic benefits. While English continues to dominate globally, the importance of learning Languages Other Than English (LOTE) is gaining recognition, particularly in multilingual and multicultural societies. In Kazakhstan, while language policies promote trilingualism (Kazakh, Russian, and English), many parents encourage their children to learn additional languages such as Chinese, German, or French. However, existing research has largerly focused on English acquisition or state-mandated trilingual policies, while studies on LOTE learning tend to adopt a student-centered perspective, often overlooking the role of parents. Therefore, this qualitative study addresses this lacuna by examining eight parents’ beliefs about their school-aged children’s LOTE learning, the challenges they face, and the language learning strategies they use to support and organize this process. It is guided by Biesta et al.’s (2015) ecological conception of agency, comprising three interrelated dimensions: iterational, projective, and practical-evaluative. Data were collected through narrative writing and online individual semi-structured interviews, and analyzed thematically following Braun and Clarke (2022). The findings reveal a strong parental interest in multilingualism and LOTE learning in Kazakhstan, particularly as a means of expanding educational opportunities. Parental agency emerges as dynamic and relational, shaped by both aspirations and structural constraints, such as limited access to qualified teachers, unequal resources, and dominant ideologies privileging English. In response, parents adopt flexible and context-sensitive strategies, combining formal instruction with informal practices, while continuously adjusting their involvement to their children’s motivation, workload, and emotional engagement. The study highlights the need to recognize parents as key stakeholders in language education and to expand the provision of LOTE learning within schools. It also underscores the importance of flexible, learner-centered approaches that account for children’s motivation and agency, contributing to more inclusive and responsive multilingual education policies in Kazakhstan.