THE IMPLEMENTATION AND IMPACT OF TRILINGUAL EDUCATION ON MINORITY LANGUAGES: A CASE STUDY OF UYGHUR LANGUAGE INSTRUCTION SCHOOL IN KAZAKHSTAN

Abstract

Trilingual education in Kazakhstan, promoting Kazakh, Russian, and English, has become a cornerstone of the country’s educational policy agenda. However, its implementation has raised critical questions about the inclusion and preservation of minority languages such as Uyghur, which fall outside the official trilingual education framework. The study explores how the trilingual policy is implemented and perceived by teachers in a Uyghur language instruction school in Kazakhstan, and what implications it holds for language preservation and the cultural identity of Uyghur students. Guided by Spolsky’s (2004) Language Policy and Planning framework, this qualitative case study draws on semi-structured interviews with teachers and students. This research was conducted at a Uyghur language instruction school in Almaty city, with a purposive sample of 8 participants, including 4 teachers and 4 upper-grade secondary students. Thematic analysis was conducted using MaxQDA software to code and interpret the data. The findings reveal a mismatch between top-down policy goals and the lived experiences of the Uyghur minority community. While trilingual education is not opposed by participants, they emphasize the need for more equitable implementation that protects and supports Uyghur language education. Key findings include low methodological support, collaborative efforts to preserve Uyghur, the perceived importance of trilingual education, and the cultural pride associated with mother tongue education. The study highlights the complex dynamics of language policy in the Kazakhstani multilingual context and calls for more inclusive educational approaches.