FAMILY LANGUAGE POLICY OF RUSSIAN-SPEAKING KAZAKHS AND THEIR CHOICE OF KAZAKH MEDIUM SCHOOLS

Abstract

This study explores how Russian-speaking Kazakh families in urban Kazakhstan negotiate their Family Language Policy (FLP) when opting to send their children to Kazakh-medium schools. The research aims to understand how language ideologies, practices, and management interact within families where Russian is the primary home language, yet Kazakh-medium education is prioritized. Drawing on Curdt-Christiansen’s (2018) Family Language Policy framework, this qualitative interview-based study focuses on eight parents selected through criterion-based sampling. Each parent has at least one school-aged child currently attending a Kazakh-medium school. Data were collected using semi-structured interviews with parents. The study found that Russian-speaking Kazakh parents choose Kazakh-medium instruction (KMI) schools primarily to support their children’s social integration and future opportunities in a context where Kazakh is increasingly used. Their decisions are further shaped by a combination of political, cultural, and educational factors, reflecting a broader multilingual ideology and a desire to equip their children with strong Kazakh skills as a foundation for further language learning. While Russian remains the dominant home language, parents actively promote Kazakh by encouraging its use and providing resources, showing symbolic investment in the language despite their own limited proficiency. This research highlights the complexity of FLP in multilingual post-Soviet contexts, offering insights into how families attempt to balance their linguistic realities with national language expectations. The study contributes to the broader literature on family language policy, identity, and educational decision-making in transitional societies.