Learners’ Language Use in Communication in a Multilingual Learning Environment

Abstract

Following the trilingual policy implementation strategies, some higher education institutions in Kazakhstan have been actively introducing multilingual programs based on learning through Kazakh, Russian and English languages. These programs can transform university students from being mono- and bilingual speakers to multilingual ones, which, in its turn, can change their language communication practices. Therefore, the purpose of this study was to explore how students’ language communication occurs in a multilingual learning environment (MLE). In particular, the research aimed at revealing students’ understanding and perceptions of MLE and at determining their language communication practices in this environment. The study employed qualitative interview-based research approach, where eight university students studying in multilingual programs in one university in Astana were selected by means of purposeful and snowball sampling strategies as research participants. The findings of the study demonstrated that though the majority of the students have proper understanding of MLE viewing it as studying and communicating in several languages, they perceive not quite adequately as an environment for developing the English language only. This implies the importance of more explanatory work among students studying in multilingual programs. The findings also identified that studying in MLE was beneficial for enriching students’ language communication experiences from using only separate multilingualism to including code-switching, translanguaging and receptive multilingualism into their communication practices. Thus, the results of the study imply the necessity of using opportunities of MLE for promoting the development of learners’ language communication skills and practices.