LANGUAGE IDEOLOGIES AND LANGUAGE PRACTICES OF ETHNIC MINORITY STUDENTS IN THE CONTEXT OF TRILINGUAL EDUCATION IN KAZAKHSTAN

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dc.contributor.authorZharmukhambetova, Malike
dc.date.accessioned2024-06-24T12:15:48Z
dc.date.available2024-06-24T12:15:48Z
dc.date.issued2024-05
dc.description.abstractThe Trilingual Education Policy in Kazakhstan, aiming to create a new unified national identity promoting equality and balanced use of Kazakh as the state language, Russian for interethnic communication, and English for global competitiveness, has raised concerns related to the exclusion of ethnic minorities’ languages and interests. A phenomenological qualitative research design with semi-structured interviews was used to explore their language ideologies and practices of ethnic minority students in the context of trilingual education. Participants include undergraduate and graduate students of diverse ethnic backgrounds (Uighur, Korean, and Tatar) from various regions of Kazakhstan. Findings reveal that students acknowledge growing societal emphasis on Kazakh and feel pressure to achieve fluency as a “civic duty.” However, in practice, Russian and English remain dominant languages in education, work, and the public domain. Heritage languages are often confined to the home, creating a sense of being “in shadow.” This complex linguistic environment creates tensions for minority students, impacting their identity construction and discrimination incidents. Participants’ narratives illustrate a spectrum of experiences in identity construction ranging from strong cultural identification to feelings of “otherness” and “nobody” reflecting alienation and detachment from their heritage language. Moreover, though aimed at inclusion, Kazakhstani trilingual education policy exposes minority students to discrimination based on ethnicity, language, and appearance. Thus, the study reveals the disconnect between policy aims “unity” and “equality” and the experiences of ethnic minority studentsen_US
dc.identifier.citationZharmukhambetova, M. (2024). Language Ideologies and Language Practices of Ethnic Minority Students in the Context of Trilingual Education in Kazakhstan. Nazarbayev University Graduate School of Educationen_US
dc.identifier.urihttp://nur.nu.edu.kz/handle/123456789/7989
dc.language.isoenen_US
dc.publisherNazarbayev University Graduate School of Educationen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectType of access: Embargoen_US
dc.subjecttrilingual educationen_US
dc.subjectpolicyen_US
dc.subjectlanguage ideologyen_US
dc.subjectlanguage practiceen_US
dc.subjectethnic minorityen_US
dc.subjectKazakhstanen_US
dc.titleLANGUAGE IDEOLOGIES AND LANGUAGE PRACTICES OF ETHNIC MINORITY STUDENTS IN THE CONTEXT OF TRILINGUAL EDUCATION IN KAZAKHSTANen_US
dc.typeMaster's thesisen_US
workflow.import.sourcescience

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