MINORITY PARENTS' PERSPECTIVES ON THE USE OF MINORITY LANGUAGES IN KAZAKHSTAN'S EDUCATION SYSTEM

Abstract

Even though there are about 127 ethnic communities living in Kazakhstan (National Bureau of Statistics, 2023), they generally practice their languages and cultures in private settings. Younger generations shift towards majority languages, Kazakh or Russian, for educational, economic, and political reasons, becoming disconnected from their heritage languages, leading to the erosion of ethnolinguistic diversity. This study aims to explain how the perspectives of ethnolinguistic minority parents reveal the impact of language policies and educational practices on their choices about language of instruction, as well as the implications of these choices for heritage language preservation based on Spolsky’s (2004) language policy framework. It also contributes to understanding the challenges faced by minority groups in maintaining their linguistic and cultural heritage in Kazakhstan. The research addresses three key questions: (1) how language and education policies, viewed through Spolsky’s (2004) framework, affect minority language preservation; (2) what parental ideologies exist regarding Russian, Kazakh, and English as languages of instruction; and (3) how governmental discourses interact with parental language preferences and practices, influencing educational choices. Using a qualitative, phenomenological design, six participants from Chechen, Ingush, Korean, and Turkish communities were selected. Data were collected through narrative writings, semi-structured interviews (online and offline), and document analysis of policy texts and governmental discourse. Findings reveal Kazakhstan’s language policies primarily promote Kazakh, offering minimal institutional support for minority languages. Ethnolinguistic minority parents negotiate these policies by selecting Russian for schooling, Kazakh for national integration, and English for global opportunities, generally approving Kazakhstan’s trilingual education policy. Although some utilize governmental resources to preserve their heritage languages, others view language maintenance as their personal responsibility, aligning with official governmental discourse. This study highlights how parental agency shapes language policy outcomes, directly impacting the vitality and sustainability of minority languages.